Journal articles: 'Knowledge Team'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Huang, Siyuan, and Jonathon N. Cummings. "When Critical Knowledge Is Most Critical." Small Group Research 42, no. 6 (June 1, 2011): 669–99. http://dx.doi.org/10.1177/1046496411410073.

Full text

Abstract:

Knowledge-intensive teams rely on the task-relevant knowledge held by members to perform effectively. In this article, we focus on critical knowledge, defined as the most influential information, know-how, or feedback that contributes directly to task outcomes. From a social network perspective, the critical knowledge structure in a team can be defined by who shares critical knowledge with whom. In a highly centralized critical knowledge structure, everyone shares critical knowledge with a single person on the team. Alternatively, in a highly decentralized critical knowledge structure, critical knowledge is shared evenly across members of the team. Drawing from small group research and network theory, we theorize about critical knowledge structures in teams and make hypotheses regarding the consequences of centralized critical knowledge structures for executive-rated team performance. Data analyses from a field study of 177 teams in a multinational organization indicate support for our theory that centralized critical knowledge structures are negatively related to executive-rated team performance. Furthermore, the negative relationship is exacerbated when (a) business unit diversity on the team is greater, and (b) critical knowledge shared in the team is exploratory rather than exploitative.

APA, Harvard, Vancouver, ISO, and other styles

12

Guo, Weixiao, Chenjing Gan, and Duanxu Wang. "The mobility of team members and team creativity: exploring the mediating role of team cognition." Journal of Organizational Change Management 33, no. 6 (July 28, 2020): 1111–22. http://dx.doi.org/10.1108/jocm-03-2020-0073.

Full text

Abstract:

PurposeThe purpose of this paper is to investigate how the mobility of team members affects team creativity in knowledge-worker teams and the mediating role of team transactive memory system (TMS) and team creative efficacy.Design/methodology/approachMultiple surveys were conducted on team leaders and members in knowledge-worker teams in China. A total of 94 teams were analyzed by adopting the confirmatory factor analyses, hierarchical regression analysis and bootstrap analysis method.FindingsThe results show that frequent team member mobility is negatively related to a knowledge-worker team's creativity, and the relationship is mediated by team TMS and creative efficacy.Originality/valueThis study contributes to a deeper understanding of how the mobility of team members affects team creativity in knowledge-worker teams by exploring the underlying mechanisms from the perspective of team cognition. Specifically, team TMS and creative efficacy mediate the relationship between team member mobility and team creativity.

APA, Harvard, Vancouver, ISO, and other styles

13

Sołek-Borowska, Celina. "Creativity and Knowledge Sharing in Teams." Journal of Management and Financial Sciences, no. 31 (July 29, 2019): 37–48. http://dx.doi.org/10.33119/jmfs.2018.31.3.

Full text

Abstract:

Despite the wealth of studies related to team creativity, there is a general concern that the field still offers fuzzy indications about how team creativity (TC) can be supported within organizations. Creativity is enacted in the individual, within teams and within networks. Team creativity depends on creative individuals, processes, situations, the culture and the interaction of these factors. A growing number of organizations rely heavily on team creativity to enhance their capacity for generating new ideas. To enable knowledge sharing in teams in order to offer creativity within such a team, members must have access to an arena in which to engage in interpersonal dialogues to share their experiences, suggestions and knowledge with one another. Therefore, the objective of the study is firstly to find out what is understood by creativity of the team in terms of a process and outcome and secondly, to place the knowledge sharing process within the field of team creativity. A literature review was used to gather evidence about the key concepts in the fields of management, organization and creativity.

APA, Harvard, Vancouver, ISO, and other styles

14

Tang, Chaoying, and Stefanie E. Naumann. "Team diversity, mood, and team creativity: The role of team knowledge sharing in Chinese R & D teams." Journal of Management & Organization 22, no. 3 (November 6, 2015): 420–34. http://dx.doi.org/10.1017/jmo.2015.43.

Full text

Abstract:

AbstractResearch on the team diversity-team creativity relationship has been mixed. We present and empirically examine a model of mediated moderation in which team knowledge sharing intervenes in the impact of the interaction of team work value diversity and positive mood on team creativity. Survey participants included 458 employees working in 47 R&D teams from 17 research institutes in China. The interaction of team work value diversity and team positive mood positively affected team creativity and was mediated by team knowledge sharing. Our findings suggest that knowledge sharing and positive mood are necessary to facilitate the positive link between value diversity and creativity; otherwise, diversity can have negative effects on creativity. Thus, value diversity, mood, and knowledge sharing should be considered in the formation, training, and performance evaluation of teams.

APA, Harvard, Vancouver, ISO, and other styles

15

Liu, Min-Ling, Chieh-Peng Lin, Sheng-Wuu Joe, and Kuang-Jung Chen. "Modeling knowledge sharing and team performance." Management Decision 57, no. 7 (July 8, 2019): 1472–95. http://dx.doi.org/10.1108/md-01-2017-0052.

Full text

Abstract:

Purpose To deepen our understanding about the development of team performance, the purpose of this paper is to develop a model that explains how ambidexterity and ethical leadership affect knowledge sharing and team performance through within-team competition. Design/methodology/approach This study demonstrates the applicability of ambidexterity and within-team competition by surveying 78 teams from the high-tech and banking industries. This study further presents a three-way interaction among ambidexterity, politics and job complexity. Findings This study finds that both ambidexterity and ethical leadership are positively related to knowledge sharing and team performance through the mediation of team development competition. Originality/value This study confirms that ambidexterity and ethical leadership play critical factors for improving knowledge sharing and team performance through the mediation of team development competition. Furthermore, the moderating effects of politics and job complexity are also confirmed in the research.

APA, Harvard, Vancouver, ISO, and other styles

16

Lehtonen, Miikka J., and Constance E. Kampf. "Virtual Teams and Knowledge Communication." International Journal of Sociotechnology and Knowledge Development 6, no. 3 (July 2014): 1–25. http://dx.doi.org/10.4018/ijskd.2014070101.

Full text

Abstract:

How does culture affect virtual teams and the knowledge communication processes in which they engage? As virtual spaces are increasingly used to support teams and establish collaboration in cross-cultural projects, the notion of cross-cultural communication can be understood as shifting from contextual perspective to a semiotic perspective. That is to say, although the team members are using the same vocabulary they might attach different meanings to and have different knowledge about them thus highlighting the importance of approaching virtual teams and collaboration from a semiotic perspective. To look at how knowledge about virtual work is established in a multinational context, the authors interviewed members of a team that connects Finland and India. Results reveal five objects shared between the team members with varying knowledge about them. By making these differences in knowledge visible through semiotics the authors are calling for a more nuanced understanding of cross-cultural collaboration that draws on and extends the existing body of knowledge on virtual teams and collaboration.

APA, Harvard, Vancouver, ISO, and other styles

17

Endres, Megan Lee, and Kyle T. Rhoad. "What makes a high performer share knowledge?" Team Performance Management 22, no. 5/6 (August 8, 2016): 269–83. http://dx.doi.org/10.1108/tpm-05-2016-0022.

Full text

Abstract:

Purpose Knowledge sharing is an important individual behavior that benefits teams and organizations. However, little is known about environments with both team and individual rewards. The purpose of this study is to investigate high-ability team members’ knowledge sharing in an environment with both team and individual rewards. The motivation, opportunity and ability framework was specifically applied to a work situation with face-to-face interaction and objective performance measures. Design/methodology/approach Survey data were gathered from college baseball players in varied regions of the USA. Findings Unexpectedly, individual ability was negatively related to individual knowledge sharing. However, as pro-sharing norms increased, all players reported higher knowledge sharing, especially the highest-ability players. Research limitations/implications Limitations include that the sample is small and team members were not from the same teams, prohibiting aggregation to a higher level of analysis. The study is cross-sectional and self-reported, as well. The sample was homogeneous and young. Practical implications In work environments where rewards are both individual- and team-based, the high performers may ignore team knowledge sharing because they are more successful working as individuals. Social implications In work environments where rewards are both individual- and team-based, the high performers may ignore team knowledge sharing because they are more successful working as individuals. Development of pro-sharing norms can be critical for encouraging these team members with the potential to have a strong impact on the lower-performing team members, as well as to inspire further knowledge sharing. Originality/value The baseball team member sample is unique because of the team and individual performance aspects that include objective ability measures.

APA, Harvard, Vancouver, ISO, and other styles

18

Guchait, Priyanko, Puiwa Lei, and Michael J. Tews. "Making Teamwork Work: Team Knowledge for Team Effectiveness." Journal of Psychology 150, no. 3 (April 9, 2015): 300–317. http://dx.doi.org/10.1080/00223980.2015.1024596.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Leicher, Veronika, and Regina H. Mulder. "Team learning, team performance and safe team climate in elder care nursing." Team Performance Management 22, no. 7/8 (October 10, 2016): 399–414. http://dx.doi.org/10.1108/tpm-04-2016-0017.

Full text

Abstract:

Purpose This study aims to determine whether elder care nurses engage in knowledge sharing and reflection within their teams and if these team-learning activities influence an elder care nursing team’s performance. Furthermore, the authors investigated the relation between elder care nurses' estimation of the team climate as being safe and team-learning activities. Design/methodology/approach For this research, a questionnaire survey of 30 elder care nursing teams (N = 30, n = 149) working in 17 different retirement homes was conducted. Findings Structural equation model showed significant positive relations between knowledge sharing and team performance, and between reflection and knowledge sharing. A safe team climate had a significantly positive influence on reflection. Originality/value Little is known about the performance of elder care nursing teams, how to measure team performance in this domain and how performance is influenced by learning activities. This study fills these gaps by providing an insight into the relationship between team-learning activities and team performance. Team performance was measured by the estimation of the team members and by using performance assessments from an independent institution.

APA, Harvard, Vancouver, ISO, and other styles

20

Lowik, Sandor, Jeroen Kraaijenbrink, and Aard Groen. "The team absorptive capacity triad: a configurational study of individual, enabling, and motivating factors." Journal of Knowledge Management 20, no. 5 (September 12, 2016): 1083–103. http://dx.doi.org/10.1108/jkm-11-2015-0433.

Full text

Abstract:

Purpose The paper aims to understand how knowledge-intensive teams can develop and enhance their team absorptive capacity (ACAP) level, by exploring whether individual and organizational factors are complements or substitutes for team ACAP. Design/methodology/approach The study applies a configurational approach using fuzzy-set qualitative comparative analysis to identify combinations of individual and team factors that are associated with team ACAP. Data were gathered through a survey among 297 employees of four medium-sized Dutch firms, working in 48 functional teams. Findings The primary finding is that knowledge-intensive team ACAP depends on a triad of complementary factors: team members’ individual ACAP, factors that enable knowledge integration and factors that motivate knowledge integration. Underdevelopment of one or more factors leads to lower team ACAP. Research limitations/implications The study contributes to the discussion on the locus of knowledge-creation and enhances understandings of why knowledge-intensive teams differ in knowledge processing capabilities. It suggests future research on cross-functional teams in new ventures and large firms. Practical implications The paper informs managers and team leaders about the factors that determine knowledge-intensive teams’ ACAP, enabling them to develop team-specific strategies to increase their teams’ performance. Originality/value The study takes a holistic perspective on knowledge-intensive team ACAP by using a configurational approach. It also highlights the potential of team-level research in the knowledge management literature for both researchers and practitioners.

APA, Harvard, Vancouver, ISO, and other styles

21

Jiang, Yuan, and Chao C. Chen. "Integrating Knowledge Activities for Team Innovation: Effects of Transformational Leadership." Journal of Management 44, no. 5 (March 2, 2016): 1819–47. http://dx.doi.org/10.1177/0149206316628641.

Full text

Abstract:

We conducted two studies to explore integrative, knowledge-centered team mechanisms through which transformational leadership affects team innovative performance. In the first study, using temporarily assembled project teams working on knowledge-intensive tasks, we found that transformational leadership promoted within-team knowledge sharing and team innovative performance through an integration mechanism manifest as team cooperative norms, and such a mediation process was significant even after controlling for another mediation process of team autonomy. In the second study, using permanent work teams in various functional areas, we replicated the integrative mechanism and associated transformational leadership with external team knowledge acquisition, which further moderated the relationship between knowledge sharing and innovation. Our findings point to the importance of the integration function of transformational leadership in enhancing collective innovation.

APA, Harvard, Vancouver, ISO, and other styles

22

Ling, Chu-Ding, David S. DeGeest, and Xiaoyun Xie. "Inter-Team Coordination, Knowledge Sharing, and Performance in Teams." Academy of Management Proceedings 2017, no. 1 (August 2017): 15472. http://dx.doi.org/10.5465/ambpp.2017.15472abstract.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Ramanadhan, S., J. L. Wiecha, K. M. Emmons, S. L. Gortmaker, and K. Viswanath. "Extra-team connections for knowledge transfer between staff teams." Health Education Research 24, no. 6 (June 15, 2009): 967–76. http://dx.doi.org/10.1093/her/cyp030.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Bickerstaff, Richard (Rick) E. "Tools for Teams: Knowledge Retention with a Team Twist." Proceedings of the Water Environment Federation 2011, no. 12 (January 1, 2011): 4492–504. http://dx.doi.org/10.2175/193864711802764643.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Park, Won-Woo, Joon Yeol Lew, and Eun Kyung Lee. "Team Knowledge Diversity and Team Creativity: The Moderating Role of Status Inequality." Social Behavior and Personality: an international journal 46, no. 10 (October 4, 2018): 1611–22. http://dx.doi.org/10.2224/sbp.7051.

Full text

Abstract:

We examined the relationship between team task knowledge diversity and team creativity, and the moderating role of team status inequality, with a focus on organizational tenure and rank inequality. By adopting an input–process–output framework, we hypothesized that teams would achieve high levels of creativity when they have a large pool of task-relevant expertise that is differentiated and specialized among team members, but the relationship would be weakened when team members have different statuses. We tested our hypotheses using data from 325 teams of employees at 10 companies in South Korea. Results showed that task knowledge diversity was positively associated with team creativity and a team's status inequality in terms of organizational tenure moderated the relationship in a negative way. Our findings contribute to the literature on team creativity by providing new insights regarding how status inequality, which is almost ubiquitous in workplaces, plays a role in a dynamic team process for creativity.

APA, Harvard, Vancouver, ISO, and other styles

26

Kipkosgei, Felix, Seung-Wan Kang, and Suk Bong Choi. "A Team-Level Study of the Relationship between Knowledge Sharing and Trust in Kenya: Moderating Role of Collaborative Technology." Sustainability 12, no. 4 (February 21, 2020): 1615. http://dx.doi.org/10.3390/su12041615.

Full text

Abstract:

Research on team dynamics is gaining popularity because teams are yielding positive organizational outcomes. Advanced technologies are often used to enhance team outcomes for improved productivity and to create effective knowledge-sharing contexts in teams, particularly in contexts where trust among team members is vital. This study analyzed the influence of knowledge sharing on trust at the team level in Kenya. The objective was to determinepractical implications to assist organizations with their efforts to optimize the association between knowledge sharing and team-level trust and to consider the moderating role of collaborative technology on this relationship. Data were collected from 300 professional employees at three organizations in Kenya, aggregated into 75 teams, and analyzed in a hierarchical multiple linear regression. The team-level analysis found that knowledge sharing was significantly and positively related to the extent of team trust, and the relationship was moderated by the perception of collaborative technology. Organizations should consider their teams’ knowledge sharing and trust to support team dynamics and achieve organizational and team goals. Employees’ perceptions that technologies support team processes influence the effectiveness of knowledge sharing as a way to build team trust.

APA, Harvard, Vancouver, ISO, and other styles

27

Cauwelier, Peter, Vincent Michel Ribiere, and Alex Bennet. "The influence of team psychological safety on team knowledge creation: a study with French and American engineering teams." Journal of Knowledge Management 23, no. 6 (August 12, 2019): 1157–75. http://dx.doi.org/10.1108/jkm-07-2018-0420.

Full text

Abstract:

Purpose This paper aims to explore the impact of team psychological safety and team learning on the creation of team knowledge. When teams engage in learning, their interactions contribute to improved performance. Very little research evaluates whether the learning also creates new knowledge related to the task or the team itself. Design/methodology/approach The proposed model is evaluated through a mixed method research design around a team problem-solving experiment. Task- and team-related team mental models are elicited using concept mapping and questionnaires and are measured before and after the experiment. The model is evaluated in engineering teams from the USA and France. Findings The findings confirm the proposed model; team psychological safety and team learning positively impact team knowledge creation for both task- and team-related knowledge. Originality/value This research has theoretical, methodological and practical implications. The team psychological safety model is expanded, team learning is evaluated from the team interactions instead of members’ self-assessments and team knowledge is measured dynamically. Developing team psychological safety and creating team learning opportunities positively impacts the team’s knowledge.

APA, Harvard, Vancouver, ISO, and other styles

28

Obrenovic, Bojan, Slobodan Obrenovic, and Akmal Hudaykulov. "The value of knowledge sharing: impact of tacit and explicit knowledge sharing on team performance of scientists." International Journal of Management Science and Business Administration 1, no. 2 (2015): 33–52. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.12.1003.

Full text

Abstract:

Knowledge sharing that takes place among team members is a process of great relevance that builds ties and relationships which in turn results in positive organizational and team outcomes. However, as it is not usually formally included in the job descriptions and is not a formal part of organizations’ and team activities, it is considered to be an organization citizenship behavior. Our paper emphasizes significance of tacit and explicit knowledge sharing to team performance in the context of scientific cooperation. Positive relationship between tacit knowledge sharing and explicit knowledge sharing with team performance was found using linear regression. Furthermore, high levels of knowledge sharing and team performance were identified among scientists.

APA, Harvard, Vancouver, ISO, and other styles

29

Xue, Yajiong, Huigang Liang, Richard Hauser, and Margaret T. O’Hara. "An Empirical Study of Knowledge Sharing Intention within Virtual Teams." International Journal of Knowledge Management 8, no. 3 (July 2012): 47–61. http://dx.doi.org/10.4018/jkm.2012070103.

Full text

Abstract:

Given that many organizational tasks are accomplished by people working as virtual teams, it’s important to understand team members’ knowledge sharing behavior. This study attempts to explore social cognitive factors influencing knowledge sharing in the team-based context. Based on a survey of 183 participants of team projects, this study finds that team climate, sense of self-worth, and past sharing behavior lead to positive attitude toward knowledge sharing. Moreover, attitude toward knowledge sharing and past sharing behavior have a positive impact on knowledge sharing intention. These findings can help managers design work teams to stimulate collaboration and improve performance.

APA, Harvard, Vancouver, ISO, and other styles

30

Rico, Ramón, Miriam Sánchez-Manzanares, Francisco Gil, and Cristina Gibson. "Team Implicit Coordination Processes: A Team Knowledge–Based Approach." Academy of Management Review 33, no. 1 (January 2008): 163–84. http://dx.doi.org/10.5465/amr.2008.27751276.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Khedhaouria, Anis, and Vincent Ribiere. "The influence of team knowledge sourcing on team creativity." Learning Organization 20, no. 4/5 (May 17, 2013): 308–21. http://dx.doi.org/10.1108/tlo-10-2012-0063.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Hartenian, Linda S. "Team member acquisition of team knowledge, skills, and abilities." Team Performance Management: An International Journal 9, no. 1/2 (February 2003): 23–30. http://dx.doi.org/10.1108/13527590310468033.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Blickensderfer, Elizabeth L., Janis A. Cannon-Bowers, and Eduardo Salas. "Does Overlap in Team Member Knowledge Predict Team Performance?" Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 2 (October 1997): 1405. http://dx.doi.org/10.1177/1071181397041002217.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Ratasuk, Akaraphun, and Peerayuth Charoensukmongkol. "Does cultural intelligence promote cross-cultural teams' knowledge sharing and innovation in the restaurant business?" Asia-Pacific Journal of Business Administration 12, no. 2 (April 16, 2020): 183–203. http://dx.doi.org/10.1108/apjba-05-2019-0109.

Full text

Abstract:

PurposeThis research investigates knowledge sharing and innovation on the part of culturally diverse teams in the restaurant business and their relation to cultural intelligence (CQ), in which CQ was conceptualized as a team-level variable.Design/methodology/approachSurvey data were collected from 103 cross-cultural teams in restaurants located in five popular tourist destinations in Thailand and were derived from multiple sources to prevent common method bias. The data that measured team CQ and knowledge sharing were collected from all members in each team and were averaged to create aggregate measures at the team level, while the team supervisor evaluated the teams' innovative performance. Partial least squares structural equation modeling was used in the data analysis.FindingsThe results indicated that those teams that demonstrated high CQ tended to exhibit a greater degree of team knowledge sharing and receive higher evaluations of their innovative performance than did those that demonstrated low CQ. The results also showed that team knowledge sharing mediated the relation between team CQ and innovation.Originality/valueCQ's contribution in cross-cultural teams measured at the team level contributes additional knowledge to prior CQ research that rarely has investigated the phenomenon at the aggregate level.

APA, Harvard, Vancouver, ISO, and other styles

35

Wu, Daoyou, Zhongju Liao, and Juanlan Dai. "Knowledge Heterogeneity and Team Knowledge Sharing as Moderated by Internal Social Capital." Social Behavior and Personality: an international journal 43, no. 3 (April 23, 2015): 423–36. http://dx.doi.org/10.2224/sbp.2015.43.3.423.

Full text

Abstract:

We examined the moderating effect of team internal social capital in the relationships among professional heterogeneity, experience heterogeneity, and thinking heterogeneity (3 dimensions of knowledge heterogeneity) and team knowledge sharing. The study sample comprised 149 teams of employees of companies in China. Results of a multiple regression analysis showed that professional heterogeneity, experience heterogeneity, and thinking heterogeneity all had a significantly positive effect on knowledge sharing. Further analysis demonstrated that internal social capital moderated the effect of experience heterogeneity on knowledge sharing, as well as that of thinking heterogeneity on knowledge sharing. Implications of our findings and future research directions are discussed.

APA, Harvard, Vancouver, ISO, and other styles

36

Cooke, Nancy J., Rene'e Stout, Krisela Rivera, and Eduardo Salas. "Exploring Measures of Team Knowledge." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 3 (October 1998): 215–19. http://dx.doi.org/10.1177/154193129804200307.

Full text

Abstract:

Team cognition is more than the aggregate cognition of team members. It is an emerging feature, worthy of study in its own right. In this paper we investigate potential metrics of team knowledge in the context of a broader exploratory study on measures of team knowledge, performance, and situation awareness. Team members assumed different roles in a three-person synthetic task in which they were presented with unique role-relevant information. Successful accomplishment of team objectives required team members to share information. The focus of this paper is on one of several measures collected which required judgments of pairwise relatedness ratings for mission-relevant terms. These data were submitted to Pathfinder network scaling and used to derive three metrics of team knowledge: knowledge accuracy, interpositional knowledge, and knowledge similarity. The metrics revealed different perspectives on team knowledge and were generally predictive of team performance and team situation awareness.

APA, Harvard, Vancouver, ISO, and other styles

37

Jones, Penelope, and Judith Jordan. "Knowledge orientations and team effectiveness." International Journal of Technology Management 16, no. 1/2/3 (1998): 152. http://dx.doi.org/10.1504/ijtm.1998.002651.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Jiang, Xueting, Hector R. Flores, Ronrapee Leelawong, and Charles C. Manz. "The effect of team empowerment on team performance." International Journal of Conflict Management 27, no. 1 (February 8, 2016): 62–87. http://dx.doi.org/10.1108/ijcma-07-2014-0048.

Full text

Abstract:

Purpose – Based on extant literature on empowerment and team management, this paper aims to examine the effect of power distance and collectivism on the relationship between empowerment and team performance through the mechanisms of knowledge sharing and intra-group conflict. Design/methodology/approach – This paper conceptualizes a model depicting the relationship between team empowerment and team performance across cultures. Findings – The authors argue that team empowerment can increase both knowledge sharing and intra-group conflict in working teams. Knowledge sharing facilitates team performance, while intra-group conflict impairs team performance in the long run. Team empowerment yields different team performance across cultures due to the respective moderating effects of power distance and collectivism. Originality/value – This paper explicates the moderating roles of power distance and collectivism on the relationship between empowerment, knowledge sharing, intra-group conflict and team performance. The authors suggest that the effectiveness of team empowerment is contingent on the cultural context that the team operates in.

APA, Harvard, Vancouver, ISO, and other styles

39

Huang, Chi-Cheng, and Pin-Chen Jiang. "Exploring the psychological safety of R&D teams: An empirical analysis in Taiwan." Journal of Management & Organization 18, no. 2 (March 2012): 175–92. http://dx.doi.org/10.1017/s1833367200000948.

Full text

Abstract:

AbstractR&D is uncertain work that involves the knowledge, skills, or perspectives of team members. When R&D teams develop new products or technologies, the need for psychological safety within the teams is increasingly emphasized. If R&D team members perceive that team psychological safety exists, they may be willing to offer knowledge or perspectives during the development process because they are not afraid of being rejected or embarrassed for speaking up. However, the application of the theory of team psychological safety to R&D teams is considerably limited. This study explores the antecedents and consequences of team psychological safety in R&D teams. Our research model is assessed using data from a sample of 245 team members from sixty technology R&D teams at a leading R&D institute and is analyzed using the partial least squares (PLS) method. The results of this study suggest that: (1) social capital exerts a positive and significant effect on team psychological safety; (2) team psychological safety has a positive and significant impact on team performance; (3) knowledge sharing and team learning positively and significantly mediate the relationship between team psychological safety and team performance; and (4) knowledge sharing exhibits a positive and significant effect on team learning. This study also discusses the implications of team psychological safety for R&D teams.

APA, Harvard, Vancouver, ISO, and other styles

40

Huang, Chi-Cheng, and Pin-Chen Jiang. "Exploring the psychological safety of R&D teams: An empirical analysis in Taiwan." Journal of Management & Organization 18, no. 2 (March 2012): 175–92. http://dx.doi.org/10.5172/jmo.2012.18.2.175.

Full text

Abstract:

AbstractR&D is uncertain work that involves the knowledge, skills, or perspectives of team members. When R&D teams develop new products or technologies, the need for psychological safety within the teams is increasingly emphasized. If R&D team members perceive that team psychological safety exists, they may be willing to offer knowledge or perspectives during the development process because they are not afraid of being rejected or embarrassed for speaking up. However, the application of the theory of team psychological safety to R&D teams is considerably limited. This study explores the antecedents and consequences of team psychological safety in R&D teams. Our research model is assessed using data from a sample of 245 team members from sixty technology R&D teams at a leading R&D institute and is analyzed using the partial least squares (PLS) method. The results of this study suggest that: (1) social capital exerts a positive and significant effect on team psychological safety; (2) team psychological safety has a positive and significant impact on team performance; (3) knowledge sharing and team learning positively and significantly mediate the relationship between team psychological safety and team performance; and (4) knowledge sharing exhibits a positive and significant effect on team learning. This study also discusses the implications of team psychological safety for R&D teams.

APA, Harvard, Vancouver, ISO, and other styles

41

Tang, Chaoying, and Stefanie E. Naumann. "Team diversity, mood, and team creativity: The role of team knowledge sharing in Chinese R & D teams – CORRIGENDUM." Journal of Management & Organization 23, no. 1 (December 12, 2016): 163. http://dx.doi.org/10.1017/jmo.2016.57.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Lin, Quan, Lan Lin, and Di Ye. "Factors Influencing Knowledge-Sharing Behaviors and Learning Effect: A Multilevel Investigation." Social Behavior and Personality: an international journal 43, no. 10 (November 19, 2015): 1683–98. http://dx.doi.org/10.2224/sbp.2015.43.10.1683.

Full text

Abstract:

In this longitudinal study, we investigated the effects of the Big Five personality traits, team characteristics, and the cross-level interactions on individual knowledge-sharing behaviors (KSBs). Using the survey data of 481 Chinese university students who had been assigned to 67 teams, we found that conscientiousness, extraversion, and agreeableness explained within-team variance of KSBs, and that team identification and innovation climate accounted for between-team variance of KSBs. Individual KSBs aggregated to the team level explained the between-team variance of the individual learning effect.

APA, Harvard, Vancouver, ISO, and other styles

43

Jamshed, Samia, and Nauman Majeed. "Relationship between team culture and team performance through lens of knowledge sharing and team emotional intelligence." Journal of Knowledge Management 23, no. 1 (January 14, 2019): 90–109. http://dx.doi.org/10.1108/jkm-04-2018-0265.

Full text

Abstract:

Purpose The purpose of this study is to investigate the relationship between team culture and team performance through the mediating role of knowledge sharing and team emotional intelligence. Design/methodology/approach The study advocated that team culture influences the knowledge sharing behavior of team members and the development of emotional intelligence skill at the team level. Further, it is hypothesized that knowledge sharing and team emotional intelligence positively influence team performance. By adopting a quantitative research design, data were gathered by using a survey questionnaire from 535 respondents representing 95 teams working in private health-care institutions. Findings The findings significantly indicated that knowledge sharing and team emotional intelligence influence team working. Furthermore, this study confirms the strong association between team culture and team performance through the lens of knowledge sharing and team emotional intelligence. Practical implications This investigation offers observational proof to health-care services to familiarize workers with the ability of emotional intelligence and urge them to share knowledge for enhanced team performance. The study provides in-depth understanding to managers and leaders in health-care institutions to decentralize culture at the team level for endorsement of knowledge sharing behavior. Originality/value This is amongst one of the initial studies investigating team members making a pool of knowledge to realize potential gains enormously and influenced by the emotional intelligence. Team culture set a platform to share knowledge which is considered one of the principal execution conduct essential for accomplishing and managing team adequacy in a sensitive health-care environment.

APA, Harvard, Vancouver, ISO, and other styles

44

Rahmi, Devi Yulia, and Nurul Indarti. "Examining the relationships among cognitive diversity, knowledge sharing and team climate in team innovation." Team Performance Management: An International Journal 25, no. 5/6 (August 12, 2019): 299–317. http://dx.doi.org/10.1108/tpm-11-2018-0070.

Full text

Abstract:

Purpose This study aims to examine the role of knowledge sharing as a mediating variable on the effect of cognitive diversity on team innovation. Additionally, the study also tests the role of a moderating variable team climate on the relationship between cognitive diversity and knowledge sharing. Design/methodology/approach The study used an explanatory approach to test the hypothesis. A survey with structured questionnaires was distributed to 39 creative teams between radio and television broadcasting institutions in the Province of Yogyakarta, Indonesia. Findings The current study shows cognitive diversity has a significant association with knowledge sharing, and knowledge sharing positively associated with team innovation. The findings of this study indicate that team climate moderates the relationship between cognitive diversity and knowledge sharing. Additionally, knowledge sharing is found not to be a significant mediation on the relationship between cognitive diversity and team innovation. Research limitations/implications The study promises to examine how diverse teams work particularly in the context of creative teams in radio and television broadcasting institutions. However, this study only focuses on relationships; it does not examine the processes underlying those relationships. This study implies for future research agenda focusing on the mechanism affecting the relationships. Additionally, examining the relationship model in the context of a less-creative team such as banking industry could also a call for future research. Practical implications The results of the study contribute to managerial implications which suggest that to enhance team innovation, a team leader must design a comfortable working climate that stimulates productive knowledge sharing. Originality/value The study provides a comprehensive understanding of knowledge sharing and team climate on the relationship between cognitive diversity and team innovation, which are missing in previous empirical studies. Then, the study is relevant because of inconclusive findings from past studies examining the relationship between cognitive diversity and team innovation.

APA, Harvard, Vancouver, ISO, and other styles

45

Koybaeva, Taira, and Katherine Chudoba. "Team Sputnik: Facilitating Knowledge Transfer in Distributed Multi-cultural Teams." Academy of Management Proceedings 2012, no. 1 (July 2012): 17291. http://dx.doi.org/10.5465/ambpp.2012.17291abstract.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Aseh, Khairi, and Kamal Kenny. "The Influence of Knowledge Sharing and Team Reflection on Innovative Individual and Team Behaviour." Journal of Advanced Research in Dynamical and Control Systems 12, no. 8 (August 19, 2020): 124–30. http://dx.doi.org/10.5373/jardcs/v12i8/20202454.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Liu, Ying Chieh, and FengChia Li. "Exploration of Social Capital and Knowledge Sharing." International Journal of Distance Education Technologies 10, no. 2 (April 2012): 17–38. http://dx.doi.org/10.4018/jdet.2012040102.

Full text

Abstract:

Although research on virtual teams is becoming more popular, there is a gap in the understanding of how social capital affects knowledge sharing and creating, and their impacts on virtual team performance. To fill in this gap, this study establishes a framework by incorporating social capital with the SECI model and further examines it with an experiment on 65 student virtual teams. The results show that three factors of social capital, namely network ties, shared vision and trust are positively related to the four SECI modes, namely socialization, internalization, combination and externalization, and the latter three factors are found to be positively related to virtual team performance. The contributions of this study are twofold. The framework examines the relationships between social capital and the SECI model, which brought a broader prospective of studying knowledge management in a virtual team context. Moreover, leaders and managers of virtual teams should be made aware of enhancing the effects of social capital to improve the processes of knowledge sharing and creating, and encouraging internalizationn, combination and externalization to substitute the role of socialization.

APA, Harvard, Vancouver, ISO, and other styles

48

Li, Ci-Rong, Chun-Xuan Li, Chen-Ju Lin, and Jing Liu. "The influence of team reflexivity and shared meta-knowledge on the curvilinear relationship between team diversity and team ambidexterity." Management Decision 56, no. 5 (May 14, 2018): 1033–50. http://dx.doi.org/10.1108/md-05-2017-0522.

Full text

Abstract:

PurposeThe purpose of this paper is to explicate the influence of diverse team on team-level ambidexterity and its curvilinear assessment, and test the mediating role of team reflexivity and the moderating role of shared meta-knowledge in the curvilinear relationship between team diversity and team ambidexterity.Design/methodology/approachThe authors collected multisource and temporally separated data on 206 R&D teams within 28 high-tech firms in Taiwan.FindingsThis study found a complex, curvilinear, moderated mediation relationship that functional background diversity has with team ambidexterity. Furthermore, consistent with the notion from categorization-elaboration model, the authors found the curvilinear relationship that functional background diversity has with both team ambidexterity and team reflexivity. Finally, the authors also found that the curvilinear relationship between functional background diversity and team reflexivity was moderated by shared meta-knowledge, such that the positive relationship was strengthened and the negative relationship weakened, in higher shared meta-knowledge in teams rather than lower.Originality/valueThe results demonstrate that team diversity-team ambidexterity relationship is much more complicated than previous works have assumed or suggested. Overall, the authors contribute to a novel understanding about the importance of team diversity in ambidextrous teams by opening the black box of how and when functional background diversity and team ambidexterity.

APA, Harvard, Vancouver, ISO, and other styles

49

Men, Chenghao, Patrick S. W. Fong, Jinlian Luo, Jing Zhong, and Weiwei Huo. "When and how knowledge sharing benefits team creativity: The importance of cognitive team diversity." Journal of Management & Organization 25, no. 6 (October 3, 2017): 807–24. http://dx.doi.org/10.1017/jmo.2017.47.

Full text

Abstract:

AbstractIn this paper, we explored the role of knowledge sharing on team creativity through absorptive capacity and knowledge integration, and tested the condition under which knowledge sharing is positively related to absorptive capacity and knowledge integration. We tested our hypotheses with a sample of 86 knowledge worker teams involving 381 employees and employers in China. Results demonstrate that knowledge sharing was positively related to team creativity, fully mediated by both absorptive capacity and knowledge integration. In addition, cognitive team diversity played a moderating role in the relationship between knowledge sharing and absorptive capacity, as well as in the relationship between knowledge sharing and knowledge integration. Theoretical and practical implications of these findings on knowledge management and team creativity are discussed.

APA, Harvard, Vancouver, ISO, and other styles

50

Ngoma, Ngoma Sylvestre, and Mary Lind. "Knowledge Transfer and Team Performance in Distributed Organizations." International Journal of Knowledge-Based Organizations 5, no. 2 (April 2015): 58–80. http://dx.doi.org/10.4018/ijkbo.2015040104.

Full text

Abstract:

The strategic significance of knowledge transfer to leverage team performance in geographically distributed organizations has been extensively studied. However, there is a dearth of scholarship about the interlacing dependencies between knowledge transfer, virtual collaboration, e-collaboration technologies and virtual team performance. This study explores the impact of virtual collaboration and e-collaboration technologies, mediated by knowledge transfer, on team performance in virtual environments. The authors report on the findings of multiple regressions and path analysis carried out on data collected from 219 key informants. The study found that virtual collaboration, e-collaboration technologies, and knowledge transfer differentially affect team performance. The authors propose a holistic framework which aligns virtual collaborative systems with business goals to advance the design and conceptualization of knowledge-based virtual teams.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Knowledge Team'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles