Knowledge Sharing and Creation in Virtual Teams

2019 ◽  
pp. 186-206
Author(s):  
Evi Kneisel
Keyword(s):  
Problem Solving ◽  
Knowledge Sharing ◽  
Virtual Teams ◽  
Distributed Cognition ◽  
Memory Systems ◽  
Integrative View ◽  
Social Theories ◽  
Individual Knowledge ◽  
Theoretical Foundations ◽  
Technical Framework

For a more integrative view on social, technical, and individual aspects of knowledge sharing and generation in virtual environments, the current contribution suggests a socio-technical framework based on distributed cognition theory and transactive memory systems. In combination, these well-established social theories provide theoretical foundations for describing and understanding how groups of individuals organize shared activities and interact with technology to store, retrieve, and use individual knowledge for common problem solving and innovation.

Good problem solvers? Leveraging knowledge sharing mechanisms and management support

2019 ◽  
Vol 23 (6) ◽  
pp. 1017-1038 ◽  
Author(s):  
Ambra Galeazzo ◽  
Andrea Furlan
Keyword(s):  
Transformational Leadership ◽  
Problem Solving ◽  
Knowledge Sharing ◽  
Hierarchical Linear Modeling ◽  
Shop Floor ◽  
Management Support ◽  
Linear Modeling ◽  
Content Type ◽  
Problem Solvers ◽  
Good Problem

Purpose Organizational learning relies on problem-solving as a way to generate new knowledge. Good problem solvers should adopt a problem-solving orientation (PSO) that analyzes the causes of problems to arrive at an effective solution. The purpose of this paper is to investigate this relevant, though underexplored, topic by examining two important antecedents of PSO: knowledge sharing mechanisms and transformational leaders’ support. Design/methodology/approach Hierarchical linear modeling analyses were performed on a sample of 131 workers in 12 plants. A questionnaire was designed to collect data from shop-floor employees. Knowledge sharing was measured using the mechanisms of participative practices and standardized practices. Management support was assessed based on the extent to which supervisors engaged in transformational leadership. Findings Knowledge sharing mechanisms are an antecedent of PSO behavior, but management support measured in terms of transformational leadership is not. However, transformational leadership affects the use of knowledge sharing mechanisms that, in turn, is positively related to PSO behavior. Practical implications The research provides practical guidance for practitioners to understand how to manage knowledge in the workplace to promote employees’ PSO behaviors. Originality/value Though problem-solving activities are intrinsic in any working context, PSO is still very much underrepresented and scarcely understood in knowledge management studies. This study fills this gap by investigating the antecedents of PSO behavior.

Epistemological beliefs and knowledge sharing in work teams

2015 ◽  
Vol 22 (1) ◽  
pp. 40-57 ◽  
Author(s):  
Frankie J. Weinberg
Keyword(s):  
Knowledge Sharing ◽  
Distributed Cognition ◽  
Epistemological Beliefs ◽  
Belief Systems ◽  
Health And Safety ◽  
Work Team ◽  
Epistemological Belief ◽  
Content Type ◽  
Team Members ◽  
Training Team

Purpose – The purpose of this paper is to present a knowledge-sharing model that explains individual members’ motivation to share knowledge (knowledge donation and knowledge collection). Design/methodology/approach – The model is based on social-constructivist theories of epistemological beliefs, learning and distributed cognition, and is organized via the mechanism of propositional control, which suggests that attitudes or beliefs largely drive one’s behaviors. This paper also explores how epistemological belief systems may influence behavior processes at work. Findings – The model presented consists of five epistemological belief dimensions consistent with previous theorization about personal epistemologies. This paper demonstrates how sophisticated (as opposed to naive) beliefs on each of these five dimensions can stimulate one’s intrinsic desire to engage in knowledge-sharing behaviors. Research limitations/implications – The model is constrained by the assumptions that learning takes place socially and within a specific context (in this case, the team setting), and that a great deal of knowledge sharing is preferred over little knowledge sharing. This paper adds to the understanding of workplace learning by establishing a possible new antecedent to explain the process of how team members are motivated to engage in knowledge-sharing behaviors. Practical implications – The model may be used for knowledge management and to understand ineffectiveness in teams. It also may assist in human resource functions including selecting and training team members for knowledge-intensive positions. Social implications – Epistemology affects collaborative relationships. Collaborations and associated knowledge-sharing behaviors among work team members who design and implement products for public use are imperative toward developing products free from health and safety issues. Originality/value – This paper provides a model for understanding and developing motivation to engage in individual knowledge-sharing behaviors among work team members, which is considered critical toward an organization’s competitive advantage.

Team and Individual Interactions With Reciprocity in Individual Knowledge Sharing

2019 ◽  
pp. 123-145 ◽  
Author(s):  
Megan Lee Endres ◽  
Sanjib Chowdhury
Keyword(s):  
Experimental Study ◽  
Knowledge Sharing ◽  
Functional Diversity ◽  
Future Research ◽  
Demographic Diversity ◽  
Team Diversity ◽  
Positive Effects ◽  
Individual Knowledge ◽  
Individual Variables ◽  
Ability Perceptions

The study investigated the effects of expected reciprocity on knowledge sharing, as moderated by team and individual variables. Data (n = 84) were collected in an experimental study from undergraduate business student participants. The effects of expected reciprocity on knowledge sharing depend on the levels of individual competence, positive team attitudes, functional diversity, and demographic diversity. Implications include that the effectiveness of reciprocity in knowledge sharing depends on several factors relating to the team and individual. Encouraging reciprocity may have positive effects, but these can be overridden by poor team attitudes, low ability perceptions, and team diversity. Future research suggestions are offered.

Exploring Knowledge-Sharing Barriers and Their Implications

2019 ◽  
pp. 99-122 ◽  
Author(s):  
Salih Yeşil ◽  
Bengü Hırlak
Keyword(s):  
Knowledge Sharing ◽  
Academic Staff ◽  
Education Institution ◽  
Innovative Behavior ◽  
Innovation Research ◽  
Individual Knowledge ◽  
Negative Effect ◽  
Individual Innovative Behavior ◽  
Further Development

This chapter focuses on knowledge-sharing barriers and their implications over knowledge sharing and individual innovative behavior and explores the role of knowledge sharing on individual innovative behavior. Considering limited studies in the literature, this study provides further evidences regarding the implications of knowledge-sharing barriers and knowledge sharing in the workplace. Data was collected from 83 academic staff in a higher education institution and analyzed with Smart PLS. The results showed that organization-related knowledge-sharing barriers were negatively related to knowledge sharing. The results also indicated that individual knowledge-sharing barriers had a negative effect on individual innovative behaviors. There was no link found in this study between knowledge sharing and individual innovative behavior. These findings provided empirical evidences to the further development of knowledge management and innovation research, and insights regarding how to better foster knowledge sharing and innovative behavior in academe.

Negotiating Meaning in a Blog-Based Community

2011 ◽  
pp. 358-379
Author(s):  
Vanessa Paz Dennen
Keyword(s):  
Problem Solving ◽  
Knowledge Sharing ◽  
Virtual Space ◽  
Problem Solving Process ◽  
Individual Ownership

This chapter addresses how members of a blog-based community share problems and support each other in the problem solving process, both sharing knowledge and offering support. Problems are divided into three categories, unique, shared, and community, each having its own particular norms for presentation, knowledge sharing, and resolution. Additionally, processes may differ based on discourse that centers on one individual blog versus discourse that spans multiple blogs. Findings show that intersubjectivity, norms, roles, and individual ownership of virtual space all are important elements contributing to the problem sharing and solving process.

Re-Examining Trust Development and Knowledge Sharing in Virtual Teams

2011 ◽  
pp. 82-97 ◽  
Author(s):  
Su Jin Son ◽  
Eun Jee Kim
Keyword(s):  
Knowledge Sharing ◽  
Virtual Teams ◽  
Process Model ◽  
Team Member ◽  
Trust Development ◽  
Global Companies ◽  
Stage Process

It is crucial to effectively identify and leverage organizational team member knowledge. As virtual teams are becoming increasingly common in global companies, knowledge sharing in virtual teams is gaining attention among practitioners and scholars. In particular, the role of trust in effective knowledge sharing has been emphasized among scholars. However, there have been few attempts to integrate trust and knowledge sharing behaviors in virtual teams. Therefore, the purpose of this chapter is to present the integrative perspective of knowledge sharing and trust in virtual teams. The authors thoroughly explore the existing literature on different approaches to trust and the knowledge sharing process and then introduce an integrative three-stage process model of trust and knowledge sharing in virtual teams.

Tacit Knowledge Sharing

2011 ◽  
pp. 3022-3030 ◽  
Author(s):  
Syed Z. Shariq ◽  
Morten Thanning Vendelo
Keyword(s):  
Problem Solving ◽  
Knowledge Sharing ◽  
Tacit Knowledge ◽  
Knowing How ◽  
Complex Problems ◽  
Tacit Knowledge Sharing ◽  
The Relationship

When people solve complex problems, they bring knowledge and experience to the situation, and as they engage in problem solving they create, use, and share tacit knowledge. Knowing how context emerges and transforms is central if we want to understand how people create, use, and share tacit knowledge. Consequently, this article focuses on the three questions: What is context? How does context emerge and transform? What is the relationship between context and tacit knowledge sharing?

Knowledge Blogs in Firm Internal Use

2010 ◽  
pp. 769-776 ◽  
Author(s):  
Miia Kosonen ◽  
Kaisa Henttonen ◽  
Kirsimarja Blomqvist
Keyword(s):  
Knowledge Sharing ◽  
Hierarchical Structures ◽  
Knowledge Bases ◽  
Distributed Organizations ◽  
Individual Knowledge ◽  
Fast Flow ◽  
Flow Of Information

Knowledge sharing in today’s distributed organizations is a challenge. Hierarchical structures may not support the fast flow of information or the efficient co-creation of knowledge from specialized and tacit individual knowledge bases (see Grant, 1996; Miles et al., 2000; Adler, 2001). There is therefore a need to devise new patterns for leveraging dispersed knowledge within organizations and across organizational borders. In the following we explore internal company weblogs as a potential new channel for sharing knowledge and expertise.

Using Social Networking Analysis to Facilitate Knowledge Sharing in the British Council

2009 ◽  
pp. 1905-1914
Author(s):  
Bonnie Wai-yi Cheuk
Keyword(s):  
Knowledge Management ◽  
Social Networking ◽  
Knowledge Sharing ◽  
Virtual Teams ◽  
Global Leadership ◽  
Shared Knowledge ◽  
Global Databases ◽  
Communication Practice ◽  
British Council ◽  
Km Strategy

Prior to the establishment of the Knowledge Management (KM) strategy, the British Council defined knowledge as objects. Knowledge sharing was about sharing documents and information on the intranet or via global databases. Since December 2002, Dervin’s Sense-Making Methodology has been applied to manage knowledge. Knowledge is seen not as a product that can be transferred from one colleague to another but as a communication practice. This means that shared knowledge has to be interpreted and made sense of by its recipients through genuine dialogue. During this phase of KM implementation, the focus shifted to linking up colleagues and providing space for dialogue through building global communities of practice and virtual teams. This article presents an example of how we have used the theory of Social Networking Analysis as a diagnostic tool to promote knowledge sharing among our newly formed 30-people global leadership team. The three steps we have taken to carry out the exercise and its limitations also are discussed.

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