A taxonomy of individual learning benefits from external knowledge-sharing meetings

1991 ◽  
Vol 2 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Charles M. Vance ◽  
David M. Boje ◽  
Mark E. Mendenhall ◽  
H. Richard Kropp
Keyword(s):  
Knowledge Sharing ◽  
Individual Learning ◽  
External Knowledge

Sharing With Whom? Processes in Internal and External Knowledge Sharing

2011 ◽  
Author(s):  
Katherine Giuca ◽  
John Schaubroeck ◽  
Abraham Carmeli ◽  
Roy Gelbard
Keyword(s):  
Knowledge Sharing ◽  
External Knowledge

scholarly journals Simulation Game Outcomes: A Multilevel Examination of Knowledge Sharing Norms, Transactive Memory Systems, and Individual Learning Goal Orientations

2020 ◽  
Vol 51 (6) ◽  
pp. 830-858 ◽  
Author(s):  
Janice Francis Super ◽  
Teresa K. Betts ◽  
Heath Keller ◽  
Joy Roach Humphreys
Keyword(s):  
Knowledge Sharing ◽  
Team Performance ◽  
Memory Systems ◽  
Goal Orientations ◽  
Transactive Memory ◽  
Individual Learning ◽  
Planning System ◽  
Simulation Game ◽  
Transactive Memory Systems ◽  
Learning Goal

Background. Because computer-based simulation games are widely used in university classrooms, it is important to investigate factors which can lead to effective student team performance and positive individual outcomes. Aim. This correlational study aimed to examine the effects of knowledge sharing norms, transactive memory systems, and individual learning goal orientations on game outcomes. Method. The setting for this study was an undergraduate logistics and supply chain class. The class uses a serious simulation game which is designed to realistically mimic the business transactions within an enterprise resource planning system (ERP). Cross-sectional surveys captured individual learning goal orientations. After multiple rounds of simulation game play, subsequent surveys captured student reactions, perceptions of knowledge sharing behaviors, and transactive memory systems. Results. Two sets of analyses were conducted using a sample of 100 undergraduates performing in 42 teams. At the group-level, OLS regression results suggest that, while there was no effect on objective team performance, knowledge sharing norms enhanced perceptions of team performance, and this effect was mediated through the development of transactive memory systems. For individual-level outcomes, multilevel results suggest that knowledge sharing norms were positively related to satisfaction with the team, but not satisfaction with the task. However, transactive memory systems were positively related both satisfaction with the team and satisfaction with the task. Individual learning goal orientation was positively related to satisfaction with the task but not satisfaction with the team. Conclusion. Our findings suggest that learning goal orientations and norms for knowledge sharing are linked to positive outcomes of team-based simulation game learning activities. Because learning goal orientations are malleable and norms for knowledge sharing can be encouraged, these factors are within the influence of the instructor. As such, they should be nurtured and developed through the active encouragement of experimentation, exploration, and communication between team members.

scholarly journals Informal Network Structure and Knowledge Sharing in Organizations: An Empirical Study of a Korean Paint Manufacturing Company

2021 ◽  
Vol 11 (2) ◽  
pp. 52
Author(s):  
Woojin Yoon ◽  
Jaeyun Jeong ◽  
Kyoungwon Park
Keyword(s):  
Social Networks ◽  
Knowledge Sharing ◽  
Network Size ◽  
Weak Ties ◽  
Strong Ties ◽  
External Knowledge ◽  
Final Sample ◽  
Manufacturing Company ◽  
Network Strength ◽  
Relationship Of

This study investigates the potentially different roles of informal social networks in promoting knowledge sharing. Specifically, it aims to examine the effects of the focal subgroup’s between-subgroup network size and strength on knowledge sharing with other subgroups and the moderating effect of within-subgroup network strength on the relationship of between-subgroup network size to knowledge sharing. Two different online surveys were conducted to assess social networks and knowledge sharing at a paint manufacturing company located in Gyeonggi Province, South Korea. The final sample consisted of 536 employees in 58 teams. The team-level regression results showed that the focal subgroup’s between-subgroup network strength has a significant effect on knowledge sharing with other subgroups, indicating that strong ties among subgroups are more advantageous to external knowledge sharing than weak ties. The results also demonstrated that the focal subgroup’s within-subgroup network strength negatively moderates the effect of its between-subgroup network size on knowledge sharing, indicating that higher levels of between-subgroup network size are positively related to external knowledge sharing when within-subgroup network strength is weak and negatively when within-subgroup network strength is strong. The study’s findings suggest that strong ties among subgroups and weak ties among subgroup members are advantageous to external knowledge sharing.

scholarly journals Understanding the antecedents of knowledge sharing behaviour and its relationship to team effectiveness and individual learning

2019 ◽  
pp. 89-104 ◽  
Author(s):  
Chun-Yu Lin ◽  
Chung-Kai Huang
Keyword(s):  
Knowledge Sharing ◽  
Social Exchange ◽  
Team Effectiveness ◽  
Business Students ◽  
Business Environment ◽  
Individual Learning ◽  
Learning Context ◽  
Team Members ◽  
Business Courses ◽  
Team Trust

Due to the competitive and rapidly changing nature of the external business environment, university students must acquire the ability to cooperate, share knowledge, and enhance team effectiveness and learning in the workplaces of the future. Consequently, the design of business courses in higher education merits further discussion. Based on the notions of team-based learning and flipped classrooms, we proposed a business course model that consisted of three main phases: before-class, in-class, and after-class online course activities. After implementing the course models in two business courses at two public universities in Taiwan, a survey based on social learning and social exchange theories was distributed. The data collected from 218 undergraduate business students were analysed. The findings reveal that value in team members’ contributions is positively associated with team trust and each has a significant impact on knowledge sharing and team effectiveness. Knowledge sharing played a key role in this learning context and was a significant mediator between perceptions of value in team members’ contributions and team effectiveness, as well as between team trust and team effectiveness. In addition, team effectiveness was a benefit to individual learning in these classes.

scholarly journals External knowledge sharing and radical innovation: the downsides of uncontrolled openness

2018 ◽  
Vol 22 (5) ◽  
pp. 1104-1123 ◽  
Author(s):  
Paavo Ritala ◽  
Kenneth Husted ◽  
Heidi Olander ◽  
Snejina Michailova
Keyword(s):  
Knowledge Sharing ◽  
Structural Equation ◽  
Strong Support ◽  
Radical Innovation ◽  
Equation Model ◽  
Innovation Performance ◽  
Incremental Innovation ◽  
Content Type ◽  
External Knowledge ◽  
Knowledge Leakage

Purpose Inter-firm collaborative innovation typically requires knowledge sharing among individuals employed by collaborating firms. However, it is also associated with considerable risks, especially if the knowledge sharing process is not handled using proper judgment. Such risks have been acknowledged in the literature, but the underlying empirical evidence remains unclear. This study aims to examine how sharing of business-critical knowledge with external collaboration partners affects firm’s innovation performance. Design/methodology/approach The authors develop a mediating model and hypotheses predicting that the uncontrolled sharing of knowledge leads to accidental knowledge leakage, which, in turn, hinders particularly firm’s radical innovation performance. The authors test the model by using a survey of 150 technology-intensive firms in Finland and a partial least squares structural equation model. The mediating model is tested with incremental and radical innovation performance, and the authors control for firm size, age, R&D intensity and industry. Findings The authors find strong support for the model in that uncontrolled external knowledge sharing leads to accidental knowledge leaking and to lower radical innovation performance. The same results are not found for incremental innovation, implying that uncontrolled knowledge leakage is especially detrimental to radical innovation. Originality/value These findings help in better understanding some of the downsides of too much openness and lack of judgment about knowledge sharing beyond the boundaries of the firm. Thus, firms pursuing radical innovation should carefully guide their employees with regard to what knowledge they share, to what extent they share it and with whom they share it.

External knowledge: sharing and transfer for outsourcing relationships

2008 ◽  
Vol 2 (2) ◽  
pp. 196 ◽  
Author(s):  
Pekka Kess ◽  
Kongkiti Phusavat ◽  
Margit Torkko ◽  
Josu Takala
Keyword(s):  
Knowledge Sharing ◽  
External Knowledge

scholarly journals Disaggregating the headquarters: implications for overseas R&D subsidiaries’ reporting and the subsidiaries’ knowledge-sharing patterns

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Kazuhiro Asakawa
Keyword(s):  
Knowledge Sharing ◽  
Multinational Corporations ◽  
Top Management ◽  
External Knowledge ◽  
Sharing Patterns ◽  
Different Parts ◽  
Internal Knowledge ◽  
Reporting Relationships

Abstract This study explores the relations between the different parts of headquarters (HQ) to which subsidiaries report and the knowledge-sharing patterns of subsidiaries in multinational corporations (MNCs). Despite the growing interest in the disaggregation of HQ, little is known about how subsidiaries’ reporting relationships with different parts of HQ are associated with the knowledge-sharing patterns of subsidiaries. Based on this motivation, we disaggregated HQ into different parts, i.e., corporate R&D HQ, top management, divisional HQ, and regional HQ, and explored how knowledge-sharing patterns of overseas R&D subsidiaries vary according to the different parts of the HQ to which they report. We found that subsidiaries reporting to corporate R&D HQ show the highest level of external knowledge sharing (EKS), while those reporting to divisional HQ show the lowest level; in addition, subsidiaries reporting to top management show the highest level of internal knowledge sharing (IKS), while those reporting to regional HQ show the lowest level. The study implies that the knowledge-sharing patterns of overseas R&D subsidiaries in MNCs cannot be fully understood without examining the subsidiaries’ reporting relationships with differing parts of the HQ.

scholarly journals The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing

2020 ◽  
Author(s):  
Chung-Yu Lin ◽  
Chung-Kai Huang ◽  
Chao-Jung Ko
Keyword(s):  
Blended Learning ◽  
Knowledge Sharing ◽  
Team Effectiveness ◽  
Business Students ◽  
Individual Learning ◽  
Population Diversity ◽  
Mediating Effect ◽  
Future Research ◽  
Perceived Enjoyment ◽  
The Impact

With advances in information and communication technology, blended learning has become an effective approach for highlighting disciplinary effects and accommodating student population diversity. Faculty members in business schools have developed an understanding of design approaches that have evolved and selected appropriate designs for blended courses. This study combines the approaches of blended and team-based learning to support a management course. This study involved 197 undergraduate business students from two Taiwanese universities. Their perceptions of the course were elicited through survey questions. Subsequent quantitative analysis has revealed the relationships among learners’ perceived enjoyment, knowledge sharing, team effectiveness, and perceived individual learning. This study documents education benefits, pedagogical implications, and research limitations in applying this approach to business education. Those points are developed along with recommendations regarding future research directions.

New Perspectives on Rewards and Knowledge Sharing

2005 ◽  
pp. 2110-2115
Author(s):  
Gee-Woo (Gilbert) Bock ◽  
Chen Way Siew ◽  
Young-Gul Kim
Keyword(s):  
Knowledge Management ◽  
Knowledge Acquisition ◽  
Knowledge Sharing ◽  
Organizational Knowledge ◽  
Individual Learning

Of the 260 responses from a survey of European multinationals, 94% believed that knowledge management requires employees to share what they know with others within the organization (Murray, 1999). Among the processes of knowledge management—creation, sharing, utilization and accumulation of knowledge—sharing is what differentiates organizational knowledge management from individual learning or knowledge acquisition.

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