Knowledge Management and Communities of Practice: Supporting Successful Knowledge Transfer

2018 ◽  
pp. 227-247 ◽  
Author(s):  
Deborah Blackman
Keyword(s):  
Knowledge Management ◽  
Knowledge Transfer ◽  
Communities Of Practice

Effective Integration of Computer-Supported Collaborative Learning into Knowledge Management Structures

2004 ◽  
pp. 215-251
Author(s):  
Francisco M.M. Neto ◽  
Francisco V. Brasileiro
Keyword(s):  
Knowledge Management ◽  
Collaborative Learning ◽  
Knowledge Transfer ◽  
Communities Of Practice ◽  
Knowledge Mapping ◽  
Computer Supported Collaborative Learning ◽  
Computer Tools ◽  
Knowledge Repositories ◽  
New Knowledge ◽  
Effective Integration

Support for knowledge management (KM) requires mechanisms for creation, mapping and transference of knowledge. Many organizations use computer tools, like knowledge mapping tools, knowledge repositories, tools to support communities of practice and computer-supported collaborative learning (CSCL), to achieve these goals. In particular, CSCL can support knowledge transfer at the same time that it improves the process of creating new knowledge. However, whole CSCL potential to transfer knowledge and foment learning is not being used adequately, mainly because of the lack of appropriate integration with other KM tools. In fact, there is a lack of guidance on how to effectively integrate CSCL into KM and how to evaluate the benefits of this integration. This chapter fills in this gap by proposing a model to improve KM through the consistent and effective integration of CSCL into the KM structure of organizations. It also describes a framework to evaluate the results of this integration.

International Knowledge Transfer as a Challenge for Communities of Practice

2011 ◽  
pp. 234-238 ◽  
Author(s):  
Parissa Haghirian
Keyword(s):  
Knowledge Management ◽  
Problem Solving ◽  
Knowledge Transfer ◽  
Communities Of Practice ◽  
Knowledge Exchange ◽  
Communication Model ◽  
Whole Process ◽  
Knowledge Management Theory ◽  
International Knowledge ◽  
The Individual

Knowledge is widely recognized as a primary resource of organizations (Drucker, 1992). Some authors propose that knowledge is a company’s only enduring source of advantage in an increasingly competitive world (Birkinshaw, 2001). The problem and challenge companies encounter is managing it in an effective way to increase their competitive advantages. Knowledge management is therefore concerned with various aspects of creating, examining, distributing, and implementing knowledge. But knowledge management theory often leaves us with the impression that knowledge can be as easily managed like products and commodities (Shariq, 1999). This Cognitive Model of Knowledge Management (p. 82) is founded on the belief that knowledge is an asset that needs to be managed, but is strongly contrasted by the Communities in Practice Model of Knowledge Management (p. 83), which looks at knowledge managment and transfer from a sociological perspective (Kakabadse, Kakabadse & Kouzmin, 2003). In fact, the transfer of knowlege happens between individuals; it is a mainly human-to-human process (Shariq, 1999). Knowledge has no universal foundation; it is only based on the agreement and the consensus of communities (Barabas, 1990), which make people and communities the main players in the knowledge transfer process. They can share or conceal knowledge; they may want to know more and want to learn. For knowledge transfer on an individual as well as on a corporporate level, there “has to be a voluntary action on behalf of the individual” (Dougherty, 1999, p. 264). Knowledge transfer happens for individuals and is conducted by individuals. The base of knowledge transfer is therefore a simple communication process transferring information from one individual to another. Two components of the communication are essential: The source (or sender) that sends the message and the receiver to receive the message. Person A (sender) intends to send information to person B (receiver). Person A codifies the information into a suitable form and starts the process of sending the information or knowledge to B. This can take place via talking or writing. The channel which transmits the information might influence the flow of the message and its reception. Receiver B receives the information and decodes it. After this, B tries to understand the information received in his/her context and implements the knowledge in the surrounding environment. The communication model also includes the feedback of the receiver. B starts the whole process again and codifies and sends information back to A. A receives, decodes, and interprets the information or knowledge received. A prerequisite for effective knowledge transfer is a high level of trust among the individuals and work groups and a strong and pervasive culture of cooperation and collaboration. This trust is developed through work practices that encourage and allow individuals to work together on projects and problems (Goh, 2002). Knowledge transfer is thus performed by communities of practice, which are described as groups of professionals informally bound to one another through exposure to a common class of problems, common pursuit of solutions, and thereby embodying a store of knowledge (Manville & Foote, 1996). Their members show a collectively developed understanding of what their community is about. They interact with each other, establishing norms and relationships of mutuality that reflect these interactions. Communities of practice generally produce a shared repertoire of communal resources, for example, language, routines, sensibilities, artifacts, tools, stories, and so forth. Members need to understand the community well enough to be able to contribute to it. They furthermore need to engage with the community and need to be trusted as a partner. Finally, they need to have access to the shared communal resources and use them appropriately (Wenger, 2000). Communities of practice develop strong routines for problem solving via communication and knowledge exchange. If knowledge is transferred within communities of practice, both sender and receiver have a common understanding about the context, the way knowledge is transmitted, its relevance, and integration into the knowledge base of the corporation. Accordingly, communities of practice are generally agreed on to have a positive influence on knowledge transfer processes. Members of a community of practice are informally bound by the gains they find when learning from each other and by efficient problem-solving activities via communication (Wagner, 2000).

A model of mobile technologies acceptance for knowledge transfer by employees

2017 ◽  
Vol 21 (5) ◽  
pp. 1053-1076 ◽  
Author(s):  
Michal Kuciapski
Keyword(s):  
Knowledge Management ◽  
Knowledge Transfer ◽  
Conceptual Model ◽  
Mobile Devices ◽  
Mobile Technologies ◽  
Intention To Use ◽  
Content Type ◽  
Model Based ◽  
New Variables ◽  
Practical Implications

Purpose Although mobile devices are ubiquitous among employees, their awareness and readiness to use mobile technologies for competence development is still not widespread and therefore requires further exploration. The purpose of this study is to propose a conceptual model based on the unified theory of acceptance and use of technology (UTAUT) to explain the determinants that affect employees’ intention to use mobile devices and software for knowledge transfer during the process of knowledge management. Design/methodology/approach A conceptual model based on the UTAUT with new variables concerning relative usability (RU) and user autonomy (UA) and new connections between the determinants was developed as a result of a subject matter literature review. A structural equation modelling approach was used to validate the model on the basis of data collected via a survey collected from 371 employees from 21 sectors, both public and private. Findings The UTAUT model extended by new variables like RU and UA explains employee acceptance of mobile technologies for knowledge transfer reasonably well. New proposed variables highlighted that the usability of technology compared to other solutions and user autonomy in the selection and the use of applications have the strongest impact on the employees’ intention to use mobile devices and software for knowledge transfer. Research limitations/implications This model explains the 55 per cent behavioral intention of employees to use mobile technologies for knowledge transfer. Even though it is quite high in terms of acceptance theories, some new variables should be explored. Furthermore, study does not verify whether m-learning acceptance for knowledge transfer is sector-specific. Practical implications Mobile technologies used for knowledge transfer by employees should allow for high UA through their ability to select solutions that they find convenient, use of preferred platforms, personalize applications and utilize devices and software in various environments. They should not be simplified and should have the same functionality and efficiency of use as alternative solutions like web and desktop applications, even if additional effort to learn them would be required. Mobile technologies that take into account UA and RU support the process of employees capturing, distributing and effectively using knowledge. Originality/value The elaborated model provides a valuable solution with practical implications for increasing mobile technologies acceptance for knowledge transfer. The study results contribute both to knowledge management and technology acceptance research fields by introducing two new determinants for the acceptance of technologies in knowledge transfer, such as UA and RU with several additional connections between existing UTAUT variables.

Cultural distance and inter-organizational knowledge transfer: a case study of a multinational company

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dasun Bhagya Sapuarachchi
Keyword(s):  
Knowledge Management ◽  
Sri Lanka ◽  
Knowledge Transfer ◽  
Cultural Distance ◽  
Organizational Knowledge ◽  
Multinational Companies ◽  
Cultural Dimensions ◽  
Business World ◽  
Content Type ◽  
The Usa

Purpose The purpose of this study is to explore a phenomenon in knowledge management that has been given scant attention: the influence of cultural distance on inter-organizational knowledge transfer in the context of multinational companies involving headquarters in the USA and a subsidiary in Sri Lanka. Design/methodology/approach Designed as a qualitative exploratory study, data was collected through in-depth interviews of 15 participants and documents review. Findings The findings of this study implied that the theoretically introduced cultural dimensions shall be relevant to analyze the phenomenon of this study. Consequently, through the findings of this study, it is argued that inter-organizational knowledge transfer in multinational companies is influenced by cultural distance. Research limitations/implications This study theoretically and empirically contributes to the debates on knowledge transfer in knowledge management research in general and, inter-organizational knowledge transfer in multinational companies between headquarters and subsidiaries with respect to the influence of cultural distance in particular, through the light of Trompenaars’ (1993) cultural dimensions theory. Practical implications The findings of this study could motivate the practitioners to take into account: the influence of cultural distance on inter-organizational knowledge transfer, if inter-organizational knowledge transfer happens in similar contexts: multinational companies with a headquarters in the USA (a western context) and a subsidiary in Sri Lanka (a non-western context) in the practical business world. Originality/value This study provides theoretical and empirical insights into the influence of cultural distance on inter-organizational knowledge transfer in multinational companies between headquarters and subsidiaries in the selected context while suggesting various avenues for further research toward the influence of cultural distance on such phenomenon in similar/dissimilar contexts.

A Proposed Framework for Designing Sustainable Communities for Knowledge Management Systems

2013 ◽  
pp. 226-245
Author(s):  
Lakshmi Goel ◽  
Elham Mousavidin
Keyword(s):  
Knowledge Management ◽  
Communities Of Practice ◽  
Management Systems ◽  
Knowledge Management Systems ◽  
Sustainable Communities ◽  
British Petroleum ◽  
Almost All ◽  
Oil Company ◽  
Practical Implications ◽  
Network Component

Despite considerable academic and practitioner interest in knowledge management, success of knowledge management systems is elusive. This chapter provides a framework which suggests that KM success can be achieved by designing sustainable communities of practice. Communities of practice have proven to have significant economic and practical implications on organizational practices. A growing body of literature in KM recognizes the importance of communities that foster collaborative learning in organizations and almost all KMS have a ‘network’ component that facilitates connecting people in communities of practice. Evidence has shown that communities have been a key element in KMS of many companies including Xerox PARC, British Petroleum Co., Shell Oil Company, Halliburton, IBM, Proctor and Gamble, and Hewlett Packard.

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