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Relevant bibliographies by topics / Knowledge Team

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Academic literature on the topic 'Knowledge Team'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Knowledge Team"

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Hámornik, Balázs Péter, and Márta Juhász. "Knowledge sharing in medical team: knowledge, knowledge management, and team knowledge." Periodica Polytechnica Social and Management Sciences 18, no. 2 (2010): 99. http://dx.doi.org/10.3311/pp.so.2010-2.05.

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Madhavan, Ravindranath, and Rajiv Grover. "From Embedded Knowledge to Embodied Knowledge: New Product Development as Knowledge Management." Journal of Marketing 62, no. 4 (October 1998): 1–12. http://dx.doi.org/10.1177/002224299806200401.

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Because new product development (NPD) teams are engaged in knowledge creation, NPD management should emphasize cognitive team processes rather than purely social processes. Using the notions of tacit knowledge and distributed cognition as a basis, the authors propose that the T-shaped skills, shared mental models, and NPD routines of team members, as well as the A-shaped skills of the team leader, are key design variables when creating NPD teams. The authors propose that trust in team orientation, trust in technical competence, information redundancy, and rich personal interaction are important process variables for the effective and efficient creation of new knowledge.

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Yeo, Roland K. "Crossing Knowledge Boundaries: From Team Learning to Knowledge Teams." Small Group Research 51, no. 6 (May 25, 2020): 700–737. http://dx.doi.org/10.1177/1046496420919929.

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This article explores how team learning is enhanced through facilitated knowledge sharing, leading to knowledge teams that are capable of identifying knowledge gaps and crossing knowledge boundaries. Based on a qualitative study, vignettes are used to illustrate the dynamics of team learning in different situational contexts, facilitating the way knowledge plays out at the intersection of knowledge boundaries. The study examines how team members integrate or downplay knowledge resources based on the trajectory of participation and learning. Such trajectory helps determine the extent to which knowledge spillovers create wider networks of learning, leading to different forms of organizational learning.

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Wildman, Jessica L., Amanda L. Thayer, Davin Pavlas, Eduardo Salas, John E. Stewart, and William R. Howse. "Team Knowledge Research." Human Factors: The Journal of the Human Factors and Ergonomics Society 54, no. 1 (December 2, 2011): 84–111. http://dx.doi.org/10.1177/0018720811425365.

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Espinosa, J. Alberto, and Mark A. Clark. "Team Knowledge Representation." Human Factors: The Journal of the Human Factors and Ergonomics Society 56, no. 2 (June 27, 2013): 333–48. http://dx.doi.org/10.1177/0018720813494093.

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Cooke, Nancy J., Eduardo Salas, Janis A. Cannon-Bowers, and Renée J. Stout. "Measuring Team Knowledge." Human Factors: The Journal of the Human Factors and Ergonomics Society 42, no. 1 (March 2000): 151–73. http://dx.doi.org/10.1518/001872000779656561.

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Smarkusky, D., R. Dempsey, J. Ludka, and F. de Quillettes. "Enhancing team knowledge." ACM SIGCSE Bulletin 37, no. 1 (February 23, 2005): 460–64. http://dx.doi.org/10.1145/1047124.1047493.

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Lee, Junyeong, Jinyoung Min, and Heeseok Lee. "Setting a knowledge boundary across teams: knowledge protection regulation for inter-team coordination and team performance." Journal of Knowledge Management 21, no. 2 (April 3, 2017): 254–74. http://dx.doi.org/10.1108/jkm-04-2016-0163.

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Purpose As teams are built around specialized and different knowledge, they need to regulate their knowledge boundaries to exchange their specialized knowledge with other teams and to protect the value of such specialized knowledge. However, prior studies focus primarily on boundary spanning and imply that boundaries are obstacles to sharing knowledge. To fill this research gap, this study aims to indicate the importance of knowledge protection regulation, an activity that sets an adequate boundary for protecting knowledge, and investigate the factors that facilitate knowledge protection regulation and its consequences. Design/methodology/approach This study collected empirical data from 196 teams in seven organizations. Through a validation of the measurement model, data from 138 teams are used for further analysis. The hypotheses effects are assessed using a structural equation model. Findings The analysis results indicate that both task uncertainty and task interdependency enhance knowledge protection regulation in teams, and that information technology support moderates the relationship between task uncertainty and knowledge protection regulation. The results also indicate that knowledge protection regulation improves inter-team coordination and team performance. Originality/value This study focuses on knowledge protection regulation by adopting communication privacy management theory at the team level. The findings imply that boundary management is the process of communication and depends on the role the teams play in accomplishing their tasks. The findings also provide a new way to understand knowledge flow of the teams as well as the entire organization.

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Khedhaouria, Anis, and Arshad Jamal. "Sourcing knowledge for innovation: knowledge reuse and creation in project teams." Journal of Knowledge Management 19, no. 5 (September 14, 2015): 932–48. http://dx.doi.org/10.1108/jkm-01-2015-0039.

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Purpose – The purpose of this paper is to investigate motivations of team members to source knowledge and how the sourced knowledge increases their reuse and creation outcomes. Design/methodology/approach – A model based on knowledge sourcing perspective is proposed and tested to link knowledge sourcing methods in teams to their performance outcomes. The hypotheses are tested on data collected from a survey of 341 project teams. Findings – The findings show the critical role of team members’ learning orientation in increasing knowledge sourcing, reuse and creation; group knowledge sourcing and repositories are more appropriate to increase knowledge reuse; the Internet is more effective to increase knowledge creation; and knowledge reuse increases knowledge creation among team members with a strong learning orientation. Research limitations/implications – Further studies can replicate the model presented in this paper and introduce group characteristics to improve its explanatory power. Also, use of self-reported measures in data collection may lead to biases; future research should collate different measures longitudinally or use separate primary and secondary observations. Practical implications – Team leaders should enhance team effectiveness by ensuring diversity of knowledge and skills. Current research emphasizes that team leaders can integrate a crowdsourcing or “users as co-creators” approach to increase knowledge creation by team members. Team members’ learning orientation can be increased by promoting a climate that encourages open discussion of problems, mistakes and errors. Originality/value – This research highlights that knowledge sourcing methods produce different performance outcomes regarding knowledge reuse and creation. These insights can be useful to team leaders and researchers to better understand what motivates team members to source knowledge and how it increases their reuse and creation outcomes.

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Cooke, Nancy J., Janis A. Cannon-Bowers, Preston A. Kiekel, Krisela Rivera, Rene'e J. Stout, and Eduardo Salas. "Improving Teams' Interpositional Knowledge Through Cross Training." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 11 (July 2000): 390–93. http://dx.doi.org/10.1177/154193120004401116.

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Recent investigations of team training have demonstrated advantages of cross training team members in the positions of other team members. Such benefits have been attributed to increases in interpositional knowledge. In an attempt to reduce the time demands of cross training, a conceptual cross-training condition that targeted teamwork knowledge was compared to traditional full cross-training and two control conditions. Three-person teams were assigned to a training condition and participated in two synthetic helicopter missions. Outcomes, team process behaviors, team situation awareness, taskwork knowledge, and teamwork knowledge were measured. Results indicated weak support for the benefits of full cross-training on team performance, yet minimal support for conceptual cross-training. Further, teams cross-trained in the traditional manner acquired more teamwork and taskwork interpositional knowledge than teams in any other condition. Both types of interpositional knowledge were correlated with team performance.

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Dissertations / Theses on the topic "Knowledge Team"

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Bao, Lili. "Deep and Diverse: Knowledge Combination of Team Members in Problem Solving Teams." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1586812485500884.

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Zajac, Stephanie. "Exploring new boundaries in team cognition: Integrating knowledge in distributed teams." Master's thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6390.

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Distributed teams continue to emerge in response to the complex organizational environments brought about by globalization, technological advancements, and the shift toward a knowledge-based economy. These teams are comprised of members who hold the disparate knowledge necessary to take on cognitively demanding tasks. However, knowledge coordination between team members who are not co-located is a significant challenge, often resulting in process loss and decrements to the effectiveness of team level knowledge structures. The current effort explores the configuration dimension of distributed teams, and specifically how subgroup formation based on geographic location, may impact the effectiveness of a team's transactive memory system and subsequent team process. In addition, the role of task cohesion as a buffer to negative intergroup interaction is explored.
M.S.
Masters
Psychology
Sciences
Industrial Organizational Psychology

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Miller, Michael Scott. "A framework for knowledge-based team training." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1760.

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Carpenter, Martin Richard John. "Cooperative team formation using distributed decomposition knowledge." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/cooperative-team-formation-using-distributed-decomposition-knowledge(b54c0ec5-04ea-4eab-89fa-b38611ca5275).html.

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In recent years, the problem of automating the formation of Virtual Organisations (VO) has risen to prominence. Work in this area has typically considered the process of VO formation to be a centralised process driven by a company with responsibility for the business opportunity.Such systems use two main stages: first they decompose the business opportunity into a set of roles and then select suppliers for each role by matching their advertised capability against criteria supplied by the user. Both stages require that the company driving the VO formation process has access to considerable amounts of centralised knowledge.In contrast, this thesis considers virtual organisations as forming by combining the cooperative contributions within a group of organisations. It is shown that, within this context, both the knowledge required to facilitate and the control within the virtual organisation formation process are naturally distributed. In particular companies are free to vary their level of commitment to given projects and so only they have detailed knowledge of their capabilities. Supporting VO formation within this context requires a novel approach capable of utilising this distributed information. The primary contribution of this thesis is to provide such a novel approach to supporting virtual organisation formation. This approach builds on the traditions of blackboard and multi-agent systems. It allows virtual organisation formation to be driven by the accumulation of voluntary contributions from the prospective members of the virtual organisation. The principle focus of the system is on identifying candidate virtual organisations, and it does not offer automated support for such aspects as the creation of contracts. Crucially this system works with the distributed knowledge encountered in the chosen problem domain. The following technical contributions shape the general approach into a detailed system: (a) the representation of company's capabilities, (b) an algorithm for combining those capabilities and (c) mechanisms enabling intelligent agents representing the companies to produce candidate virtual organisations. The proposed system is evaluated in three ways - its technical feasibility is demonstrated through the implementation of a testbed prototype, a theoretical discussion of the systems performance is given and finally its potential benefits are shown in a reasoned case study.

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Roberts, Alan. "Team role balance : investigating knowledge-building in a CSCL environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16466/.

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Computer Supported Collaborative Learning (CSCL) is one approach that seemingly maps neatly to the notion of equipping learners for emergent knowledge-age work practice currently exemplified by Computer Supported Cooperative Work (CSCW) or Virtual Teams. However, the difficulty of achieving peer interaction in Computer Supported Collaborative Learning (CSCL) environments has proved to be a recurrent problem. Seemingly collaborative settings have been interpreted too narrowly referring only to positive phenomenon. There has been a tendency to focus on technology rather than social scaffolds. Little is known about the influence of students' personalities on online collaborative interaction and knowledge-building activity. Within collaborative team based contexts individuals demonstrate preferences towards certain activities. Such preferences and combinations of preferences may affect team knowledge-building activity both in terms of quality and efficiency. This thesis reports on the findings from a study that investigated if knowledge-building activity can be enhanced in tertiary education CSCL environments through the use of teams balanced by Team Role Preference.

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Leinonen, P. (Piritta). "Interpersonal evaluation of knowledge in distributed team collaboration." Doctoral thesis, University of Oulu, 2007. http://urn.fi/urn:isbn:9789514285974.

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Abstract The study investigated how individuals evaluate others' knowledge when they work as a distributed team. Theoretically, the study was based on contemporary theory on collaborative learning and combined with the theories which explain how individuals evaluate others' perspectives in social learning situations. Interpersonal evaluation of knowledge was conceptualized as one mediating process which is needed between social and individual knowledge planes. This study builds on a design-based research approach. Three research experiments were conducted. In the study, a pedagogical model and a visualization tool were developed based on the findings gathered from the first and the second empirical research experiments. It was also investigated how the working model and the visualization tool supported interpersonal evaluation of knowledge. In practice, the model and the tool were tested in the experiments with distributed teams. The results of the experiments are reported in four research articles (Articles I–IV). Based on the analysis of the three research experiments, it can be concluded that when the distributed team members evaluate the other team members' thinking, they use several cognitive reasoning strategies. The findings indicate that the evaluation strategies, such as perspective-taking, comparing, attribution and categorization fulfill each other when the team members try to take the perspectives and shared knowledge of others into account. The results showed also that with the working model or the visualization tool it was possible to support only some strategies of interpersonal evaluation of knowledge at one time. The findings highlight the fact that interpersonal evaluation of knowledge is a multidimensional process. The dimensions which affect the evaluation of others' knowledge are externalized knowledge presented in communication, and an individual's knowledge about, for instance, others' expertise, which may not be externalized in communication. In future studies different levels of analysis are needed to understand how interpersonal evaluation of knowledge is related to the interactions between team members and with technological resources in practice
Tiivistelmä Tässä tutkimuksessa tarkastellaan hajautetun tiimin jäsenten pyrkimyksiä arvioida toistensa tietoa. Yhä useammin sekä suomalaisten että globaalien organisaatioiden toiminta perustuu ongelmien ratkaisemiseen ja uuden tiedon kehittämiseen tiimeissä. Yleensä monimutkaisten ongelmien ratkominen edellyttää tiimiläisten tapaamisia ja keskusteluja, mutta se ei ole aina mahdollista esimerkiksi pitkien välimatkojen vuoksi. Tällöin tiimiläiset kommunikoivat pääosin teknologian välityksellä, mikä osaltaan tekee tiimiläisten keskinäisestä ymmärtämisestä ja siten myös ongelmien ratkaisusta haastavaa. Teoreettisesti tutkimus nojautuu kollaboratiivisen yhteisöllisen oppimisen teoriaan ja sosiokognitiiviseen oppimisnäkemykseen, joissa toisten tietojen arviointi ja pyrkimys vastavuoroiseen ymmärtämiseen nähdään oppimiselle tärkeinä prosesseina. Tutkimuksessa sovelletaan myös sosiaalispsykologian tutkimuksissa käytettyjä teorioita attribuutiosta ja kategorioinnista. Tutkimus koostuu kolmesta osatutkimuksesta, ja se seuraa Design Based Research -tutkimusotetta. Ensimmäisen ja toisen osatutkimuksien tulosten perusteella kehitettiin yhteisölliseen hajautettuun tiimityöhön työskentelymalli ja visualisointityökalu, jota hajautetun tiimin jäsenet käyttivät tietorepresentaatioiden ja jaetun tiedon arvioimisen tukena kolmannessa osatutkimuksessa. Yleisesti visualisointityökalun ja työskentelymallin avulla pyrittiin tukemaan hajautettujen tiimien jäsenten vastavuoroista ymmärrystä. Toisten tietojen arvioimiseen käytettyjä strategioita tarkasteltiin useiden laadullisten tutkimusmenetelmien avulla. Tutkimuksen tulokset osoittavat, että ymmärtääkseen toistensa näkökulmia hajautettujen tiimien jäsenet käyttävät kognitiivisina strategioina perspektiivinottoa, vertailua, attribuutiointia ja kategorisointia. Perspektiivinotossa pyrkimyksenä on ymmärtää toisen tiimin jäsenen näkökulma jaetun tehtävän sisällön kannalta. Vertailu perustuu omien ja toisten tiimiläisten tietorakenteiden erojen ja yhteneväisyyksien etsintään. Lisäksi tuloksista nousee esille erityisesti tarve ymmärtää, mikä tieto on jo jaettua tiimin jäsenten kesken. Tutkimuksen tulokset osoittavat, että yhteisöllisen ongelmanratkaisun tutkiminen hajautetussa tiimityössä vaatii yksilön kognitiivisten toimintojen analysointia osana sosiaalista tilannetta

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Rosen, Michael. "COLLABORATIVE PROBLEM SOLVING: THE ROLE OF TEAM KNOWLEDGE BUILDING PROCESSES AND EXTERNAL REPRESENTATIONS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2727.

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This dissertation evaluates the relationship between five team knowledge building processes (i.e., information exchange, knowledge sharing, option generation, evaluation of alternatives, and regulation), the external representations constructed by a team during a performance episode, and performance outcomes in a problem solving task. In a broad range of domains such as the military, and healthcare, team-based work structures used to solve complex problems; however, the bulk of research on teamwork to date has dealt with behavioral coordination in routine tasks. This leaves a gap in the theory available for developing interventions to support collaborative problem solving, or knowledge-based performance, in teams. Sixty nine three person teams participated in a strategic planning simulation using a collaborative map. Content analysis was applied to team communications and the external representations team members created using the collaborative tool. Regression and multi-way frequency analyses were used to test hypotheses about the relationship between the amount and sequence of team process behaviors respectively and team performance outcomes. Additionally, the moderating effects of external representation quality were evaluated. All five team knowledge building processes were significantly related to outcomes, but only one (i.e., knowledge sharing) in the simple, positive, and linear way hypothesized. Information exchange was negatively related to outcomes after controlling for the amount of acknowledgements team members made. Option generation and evaluation interacted to predict outcomes such that higher levels of evaluation were more beneficial to teams with higher levels of option generation. Regulation processes exhibited a negative curvilinear relationship with outcomes such that high and low performing teams engaged in less regulation than did moderately performing teams. External representation quality moderated a composite team knowledge building process variable such that better external representations were more beneficial for teams with poorer quality processes than for teams with high quality process. Additionally, there were significant differences in the sequence of team knowledge building processes between high and low performing teams as well as between groups based on high and low levels of external representation quality. The team knowledge building process framework is useful for understanding complex collaborative problem solving. However, these processes predict performance outcomes in complex and inter-related ways. Further implications for theories of team performance and applications for training, designing performance support tools, and team performance measurement are discussed.
Ph.D.
Department of Psychology
Sciences
Psychology PhD

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Mehta, Nikhil Byrd Terry Anthony. "Knowledge integration in software teams an analysis of team, project, and IT-related issues /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/Send%2012-15-07/MEHTA_NIKHIL_1.pdf.

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Turner, John R. "Knowledge Sharing: Examining Employee Perceptions Using Structural Equation Modeling." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804846/.

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During team decision-making practices information is often shared among team members as part of the decision making process. Knowledge sharing involves one team member sharing information so that other team members can encode the knowledge to make their own mental representation of the new information (Huan & Jiang, 2012). Unfortunately, the literature has shown that new information is not always shared between team members during decision making processes (Stasser & Titus, 1985). When teams make decisions without considering all the information available poor decisions can result. This research study tests a team conceptual model derived by Turner (2013) addressing attitudes toward knowledge sharing. Structural equation modeling was conducted to test a portion of Turner’s (2013) team conceptual model. The tested model included the independent variables of psychological safety, team conflict, team cohesion, and transactive memory systems. The dependent variable for the dissertation was knowledge sharing.

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Ng, Siu-kai, and 吳少階. "Collaborative learning in Knowledge Forum: a study of the process of knowledge building." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256673.

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Books on the topic "Knowledge Team"

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Mohrman, Susan Albers. Designing team-based organizations: New forms for knowledge work. San Francisco: Jossey-Bass, 1995.

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Babu, Beena. Constructing knowledge together to improve primary science teaching and learning. Oxford: Oxford Brookes University, 2001.

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Besser, Terry L. Team Toyota: Transplanting the Toyota culture to the Camry plant in Kentucky. Albany: State University of New York Press, 1996.

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Veldhuis-Diermanse, Anna Elske. CSCLearning?: Participation, learning activities and knowledge construction in computer-supported collaborative learning in higher education. Wageningen, Netherlands: [s.n.], 2002.

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Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore: Johns Hopkins University Press, 1993.

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Collaborative learning: Higher education, interdependence, and the authority of knowledge. 2nd ed. Baltimore, Md: John Hopkins University Press, 1999.

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Human factors in project management: Concepts, tools, and techniques for inspiring teamwork and motivation. San Francisco: Jossey-Bass, A Wiley Imprint, 2007.

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Birdsall, William F. Towards an integrated knowledge ecosystem: A Canadian research strategy, a report submitted to the Canadian Association of Research Libraries : y the Study Research Team, principal investigator: William F. Birdsall ... [et al.]. Ottawa: CARL, 2005.

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Opie, Anne. Thinking teams, thinking clients: Knowledge-based teamwork. New York: Columbia University Press, 2000.

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Farr, Marshall J. The Long-Term Retention of Knowledge and Skills. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-1062-7.

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Book chapters on the topic "Knowledge Team"

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Vogt, Andre, and Ulrich Wiesner. "Virtual Team Collaboration." In Knowledge Management und Business Intelligence, 181–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-55950-1_15.

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Müller, Robert, Stefan Langer, Fabian Ritz, Christoph Roch, Steffen Illium, and Claudia Linnhoff-Popien. "Soccer Team Vectors." In Machine Learning and Knowledge Discovery in Databases, 247–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43887-6_19.

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Zuser, Wolfgang, and Thomas Grechenig. "Using Feedback for Supporting Software Team Improvement." In Professional Knowledge Management, 91–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11590019_11.

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Stalker, Iain Duncan, and Martin Carpenter. "Goal Decomposition and Team Formation." In Advanced Information and Knowledge Processing, 71–91. London: Springer London, 2010. http://dx.doi.org/10.1007/978-1-84882-691-5_6.

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Zhao, Lun, Yuan Yao, Guibing Guo, Hanghang Tong, Feng Xu, and Jian Lu. "Team Expansion in Collaborative Environments." In Advances in Knowledge Discovery and Data Mining, 713–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93040-4_56.

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Yu, Yu, Yao Chen, and Qinfen Shi. "Personality, Team Goals, Motivation, and Tacit Knowledge Sharing Performance Within a University Research Team." In Strategy and Performance of Knowledge Flow, 71–81. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77926-3_5.

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Evseev, Evgenii, and Ivan Kovalev. "Fuzzy Cognitive Map of Research Team Activity." In Mining Intelligence and Knowledge Exploration, 342–50. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13817-6_33.

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Pohl, Christian, and Gabriela Wuelser. "Methods for Coproduction of Knowledge Among Diverse Disciplines and Stakeholders." In Strategies for Team Science Success, 115–21. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20992-6_8.

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McNeese, Nathan J., Nancy J. Cooke, Rob Gray, and Michael Fedele. "Knowledge Elicitation Methods for Developing Insights into Team Cognition During Team Sports." In Advances in Intelligent Systems and Computing, 3–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41953-4_1.

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Barbucha, Dariusz, Ireneusz Czarnowski, Piotr Jędrzejowicz, Ewa Ratajczak-Ropel, and Iza Wierzbowska. "Influence of the Working Strategy on A-Team Performance." In Smart Information and Knowledge Management, 83–102. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-04584-4_4.

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Conference papers on the topic "Knowledge Team"

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Smarkusky, D., R. Dempsey, J. Ludka, and F. de Quillettes. "Enhancing team knowledge." In the 36th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1047344.1047493.

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Lee, Kyung Young, and Geneviève Bassellier. "Learning in knowledge team." In the 52nd ACM conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2599990.2600000.

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Espinosa, J. Alberto, Frank Armour, Wai Fong Boh, and Mark A. Clark. "Team Knowledge in Enterprise Architecting." In 2013 46th Hawaii International Conference on System Sciences (HICSS). IEEE, 2013. http://dx.doi.org/10.1109/hicss.2013.506.

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Can, Yeşim. "Influence Of Knowledge Quality And Team Climate On Team Performance." In Joint Conference ISMC 2018-ICLTIBM 2018 - 14th International Strategic Management Conference & 8th International Conference on Leadership, Technology, Innovation and Business Management. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.02.4.

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Stewart, Michael, Majigsuren Enkhsaikhan, and Wei Liu. "ICDM 2019 Knowledge Graph Contest: Team UWA." In 2019 IEEE International Conference on Data Mining (ICDM). IEEE, 2019. http://dx.doi.org/10.1109/icdm.2019.00205.

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Kharitonov, Eugene, Craig Macdonald, Pavel Serdyukov, and Iadh Ounis. "Generalized Team Draft Interleaving." In CIKM'15: 24th ACM International Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2806416.2806477.

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Khedhaouria, Anis, and Vincent Ribiere. "Team Knowledge Sourcing and Creativity in IS Development." In 2013 46th Hawaii International Conference on System Sciences (HICSS). IEEE, 2013. http://dx.doi.org/10.1109/hicss.2013.507.

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Wei, Meng, Xu Ren, and Shengyue Hao. "Simulation of Knowledge Transfer within the Project Team." In 2018 8th International Conference on Logistics, Informatics and Service Sciences (LISS). IEEE, 2018. http://dx.doi.org/10.1109/liss.2018.8593268.

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Luo, Hanyang. "Determinants of Knowledge Sharing in University Academic Team." In 2009 Second International Symposium on Knowledge Acquisition and Modeling. IEEE, 2009. http://dx.doi.org/10.1109/kam.2009.119.

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Gu, Yu, Mengying Yang, Min Wu, Yunlin Yang, and Xinhua Zhu. "Knowledge Sharing and Cooperation Within Undergraduate Entrepreneurial Team." In 6th International Conference on Education Reform and Modern Management (ERMM 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210513.116.

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Reports on the topic "Knowledge Team"

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Handel, Mark, Paul R. Jackson, and Marie Murray. The Impact of Knowledge on Team Development. Fort Belvoir, VA: Defense Technical Information Center, August 2009. http://dx.doi.org/10.21236/ada509881.

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Humphrey, Watts S., Timothy A. Chick, William Nichols, and Marsha Pomeroy-Huff. Team Software Process (TSP) Body of Knowledge (BOK). Fort Belvoir, VA: Defense Technical Information Center, July 2010. http://dx.doi.org/10.21236/ada634307.

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Hutchins, Sue, and Alex Bordetsky. NPS Testbed for Team Collaboration Model Validation and Knowledge Tool Application. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada514942.

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Cooke, Nancy J., Steven M. Shope, and Preston A. Kiekel. Shared-Knowledge and Team Performance: A Cognitive Engineering Approach to Measurement. Fort Belvoir, VA: Defense Technical Information Center, March 2001. http://dx.doi.org/10.21236/ada387718.

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Biron, H. C., Lisa M. Burkman, and Norman Warner. A Re-Analysis of the Collaborative Knowledge Transcripts from a Noncombatant Evacuation Operation Scenario: The Next Phase in the Evolution of a Team Collaboration Model. Fort Belvoir, VA: Defense Technical Information Center, April 2008. http://dx.doi.org/10.21236/ada482935.

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Van Lehn, Kurt. Long Term Learning: Integration of Knowledge Acquisition and Knowledge Compilation. Fort Belvoir, VA: Defense Technical Information Center, January 1994. http://dx.doi.org/10.21236/ada274775.

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Lubell, Joshua, Sudarsan Rachuri, Eswaran Subrahmanian, and William Regli. Long term knowledge retention workshop summary. Gaithersburg, MD: National Institute of Standards and Technology, 2006. http://dx.doi.org/10.6028/nist.ir.7386.

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Halford, Alison. Building Capacity: HEED Slills Audit and Recommendations. Coventry University, March 2021. http://dx.doi.org/10.18552/heed/2021/0002.

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This report aims to explore how HEED approached and delivered capacity building for the research team, project partners and the communities the team worked within Rwanda and Nepal. This report's purpose is threefold: first, to be evidential on how HEED planned, delivered and captured impact around capacity building so similar projects can develop best practice when skills development is a key deliverable. Second, to encourage other energy projects to document the impact produced by researchers and practitioners' involvement while working with communities. Therefore, to recognise the tacit and dynamic aspects of knowledge production, not only the more explicit aspects. Third, suggest recommendations to support a skills-led approach to capacity building that provides personal and professional development opportunities to deepen knowledge production and impact.

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Boyer, Martin, Philippe De Donder, Claude Fluet, Marie-Louise Leroux, and Pierre-Carl Michaud. Long-Term Care Insurance: Knowledge Barriers, Risk Perception and Adverse Selection. Cambridge, MA: National Bureau of Economic Research, October 2017. http://dx.doi.org/10.3386/w23918.

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Knowlton, Nancy, Emily Corcoran, Thomas Felis, Sebastian Ferse, Jasper de Goeij, Andréa Grottoli, Simon Harding, et al. Rebuilding Coral Reefs: A Decadal Grand Challenge. International Coral Reef Society and Future Earth Coasts, July 2021. http://dx.doi.org/10.53642/nrky9386.

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This document is the work of a team assembled by the International Coral Reef Society (ICRS). The mission of ICRS is to promote the acquisition and dissemination of scientific knowledge to secure the future of coral reefs, including via relevant policy frameworks and decision-making processes. This document seeks to highlight the urgency of taking action to conserve and restore reefs through protection and management measures, to provide a summary of the most relevant and recent natural and social science that provides guidance on these tasks, and to highlight implications of these findings for the numerous discussions and negotiations taking place at the global level.

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