The role of informal groups in organisational knowledge work : understanding an emerging community of practice

Managers and researchers alike have sought new ways to address the challenges of sharing dispersed knowledge in modern business environments. Careful consideration by sharers of receivers’ knowledge needs and behaviours may improve the effectiveness of knowledge sharing. This research examines how sharers react to their perceptions of receivers’ knowledge needs and behaviours when making choices relating to sharing knowledge. The focus of this article is to propose and empirically explore a theoretical framework for a study of the role of the receiver in knowledge sharing — receiver-based theory. Data collected from two case studies highlight a key role played by perceived receiver knowledge needs and behaviours in shaping sharer choices when explicit knowledge is shared. A set of receiver influences on knowledge sharing is provided that highlights key receiver and sharer issues. The paper concludes that companies should develop better ways to connect potential sharers with receivers’ real knowledge needs. Further, the findings suggest that sharing on a need-to-know basis hinders change in organisational power structures, and prevents the integration of isolated pockets of knowledge that may yield new value.

Toward a receiver-based theory of knowledge sharing

Managers and researchers alike have sought new ways to address the challenges of sharing dispersed knowledge in modern business environments. Careful consideration by sharers of receivers' knowledge needs and behaviours may improve the effectiveness of knowledge sharing. This research examines how sharers react to their perceptions of receivers' knowledge needs and behaviours when making choices relating to sharing knowledge. The focus of this article is to propose and empirically explore a theoretical framework for a study of the role of the receiver in knowledge sharing--receiver-based theory. Data collected from two case studies highlight a key role played by perceived receiver knowledge needs and behaviours in shaping sharer choices when explicit knowledge is shared. A set of receiver influences on knowledge sharing is provided that highlights key receiver and sharer issues. The paper concludes that companies should develop better ways to connect potential sharers with receivers' real knowledge needs. Further, the findings suggest that sharing on a need-to-know basis hinders change in organisational power structures, and prevents the integration of isolated pockets of knowledge that may yield new value.

Supporting knowledge creation with e-mail

Currently, Nonaka's (1994) knowledge spiral, and Spender's (1996) and Blackler's (1995) respective frameworks, are considered important for understanding knowledge creation. In this paper, we illustrate how a relatively simple and ubiquitous technology, namely e-mail, can be used to support, enable and even enhance knowledge creation, and thereby actualise these frameworks.

Knowledge creation in an application domain : a hermeneutic study

In this paper we discuss a special case of knowledge creation (pattern mining) that was studied using a hermeneutic circle. Hermeneutics assists the oscillation between tacit and explicit knowledge through the process of knowledge qualification, combination, socialization, externalization, internalization and introspection. Our investigation of the knowledge creation process lead to the enrichment of the knowledge creation framework proposed by Wickramasinghe and Lichtenstein, allowing us to reflect on activities and aspects of knowledge elicitation across an application domain and involving practitioners who do not communicate directly.

Information communication technologies (ICTs) an knowledge sharing : the case of professional accountants in Malaysia

Based on the knowledge sharing model by Nonaka (1994), this study examines the relative efficacy of various Information Communication Technologies (ICTs) applications in facilitating sharing of explicit and tacit knowledge among professional accountants in Malaysia. The results of this study indicate that ICTs, generally, facilitate all modes of knowledge sharing. Best-Practice Repositories are effective for sharing of both explicit and tacit knowledge, while internet/e-mail facilities are effective for tacit knowledge sharing. Data warehousing /mining, on the other hand, is effective in facilitating self learning through tacit-to-tacit mode and explicit-to-explicit mode. ICT facilities used mainly for office administration are ineffective for knowledge sharing purpose. The implications of the findings are
discussed.

Formulating an organizational knowledge strategy : the influence of existing IT infrastructure

This paper questions the influence of a pre-existing information technology (IT) infrastructure on the formulation of an organizational knowledge strategy. We draw on a classification of four different strategic views of IT infrastructure and explore how the historic investment in IT infrastructure enables and constrains the formulation of knowledge strategy in four case organizations. The four case organizations are representative of different scenarios of historic investments in IT infrastructure and knowledge strategy formulation. Our findings indicate that an IT infrastructure that is minimal or fragmented constrains the formulation of an explicit knowledge strategy. We further find that an extensive existing IT infrastructure enables the pursuit of an explicit knowledge strategy, but that even an elaborate IT infrastructure can introduce some constraints on IT facilitated knowledge processes in the organization.

Towards a model to explain knowledge sharing in complex organizational environments

Effective knowledge sharing underpins the day-to-day work activities in knowledge-intensive organizational environments. This paper integrates key concepts from the literature towards a model to explain effective knowledge sharing in such environments. It is proposed that the effectiveness of knowledge sharing is determined by the maturity of informal and formal social networks and a shared information and knowledge-based artefact network (AN) in a particular work context. It is further proposed that facilitating mechanisms within the social and ANs, and mechanisms that link these networks, affect the overall efficiency of knowledge sharing in complex environments. Three case studies are used to illustrate the model, highlighting typical knowledge-sharing problems that result when certain model elements are absent or insufficient in a particular environment. The model is discussed in terms of diagnosing knowledge-sharing problems, organizational knowledge strategy, and the role of information and communication technology in knowledge sharing.

Toward a receiver-based theory of knowledge sharing

Managers and researchers alike have sought new ways to address the challenges of sharing dispersed knowledge in modern business environments. Careful consideration by sharers of receivers' knowledge needs and behaviours may improve the effectiveness of organisational knowledge sharing. This research examines how sharers react to their perceptions of receivers' knowledge needs and behaviours when making choices relating to sharing knowledge. The focus of this article is to propose and empirically explore a theoretical framework for a study of the role of the receiver in knowledge sharing - receiver-based theory. Data collected from two case studies highlight a key role played by perceived receiver knowledge needs and behaviours in shaping sharer choices when explicit knowledge is shared. A set of receiver influences on knowledge sharing is provided that highlights key receiver and sharer issues. The paper concludes that companies should develop better ways to connect potential sharers with receivers' real knowledge needs. Further, the findings suggest that sharing on a need-to-know basis hinders change in organisational power structures, and prevents the integration of isolated pockets of knowledge that may yield new value. © 2008, IGI Global.

Procedural learning in children with developmental coordination disorder

Despite the fact that developmental coordination disorder (DCD) is characterised by a deficit in the ability to learn or automate motor skills, few studies have examined motor learning over repeated trials. In this study we examined procedural learning in a group of 10 children with DCD (aged 8–12 years) and age-matched controls without DCD. The learning task was modelled on that of Nissen and Bullemer [Cognitive Psychology 19 (1987) 1]. Children performed a serial reaction time (SRT) task in which they were required to learn a spatial sequence that repeated itself every 10 trials. Children were not aware of the repetition. Spatial targets were four (horizontal) locations presented on a computer monitor. Children responded using four response keys with the same horizontal mapping as the stimulus. They were tested over five blocks of 100 trials each. The first four blocks presented the same repeating sequence, while the fifth block was randomised. Procedural learning was indexed by the slope of the regression of RT on blocks 1–4. Results showed that most children displayed strong procedural learning of the sequence, despite having no explicit knowledge about it. Overall, there was no group difference in the magnitude of learning over blocks of trials – most children performed within the normal range. Procedural learning for simple sequential movements appears to be intact in children with DCD. This suggests that cortico-striatal circuits that are strongly implicated in the sequencing of simple movements appear to be function normally in DCD.

IT support for communities of practice in organizational settings

Communities of Practice (CoPs) are increasingly being seen as innovative and creative value adding entities in organisations. Their contributions in the sharing of perspectives and context, support of learning processes and creating a social and communal identity, yield invaluable knowledge exchanges. With the advent of internetworking, the boundaries of organisational settings are broadened. This is particularly significant to CoPs as they can continue their ways of working, work practices, social engagement and connectivity in these settings, harnessing Information Technology (IT). This paper reports on early findings from an ongoing investigation into ways in which IT can support practices and knowledge exchange processes of CoPs in organisational settings.

How honeybees make grazing landings on flat surfaces

Freely flying bees were filmed as they landed on a flat, horizontal surface, to investigate the underlying visuomotor control strategies. The results reveal that (1) landing bees approach the surface at a relatively shallow descent angle; (2) they tend to hold the angular velocity of the image of the surface constant as they approach it; and (3) the instantaneous speed of descent is proportional to the instantaneous forward speed. These characteristics reflect a surprisingly simple and effective strategy for achieving a smooth landing, by which the forward and descent speeds are automatically reduced as the surface is approached and are both close to zero at touchdown. No explicit knowledge of flight speed or height above the ground is necessary. A model of the control scheme is developed and its predictions are verified. It is also shown that, during landing, the bee decelerates continuously and in such a way as to keep the projected time to touchdown constant as the surface is approached. The feasibility of this landing strategy is demonstrated by implementation in a robotic gantry equipped with vision.

Dissociations between implicit and explicit memory in children : the role of strategic processing and the knowledge base

A review of the literature shows that explicit memory develops substantially from three years of age to adulthood, while implicit memory remains stable across this age range. Previously, this developmental dissociation has been attributed to different memory systems, or to confounds with perceptual vs. conceptual processing. Prompted by an alternative developmental framework, the experiments reported here provide evidence against both interpretations. Instead, it will be argued that (a) the implicit - explicit developmental dissociation reflects differences in strategic processing (strategy use and metamemory) across childhood and (b) that implicit memory can show development if a child's knowledge base in the tested domain is developing with age.

Experiential learning in practice as research: context, method, knowledge

Creative arts research is often motivated by emotional, personal and subjective concerns; it operates not only on the basis of explicit and exact knowledge, but also on that of tacit and experiential knowledge. Experience operates within in the domain of the aesthetic and knowledge produced through aesthetic experience is always contextual and situated. The continuity of artistic experience with normal processes of living is derived from an impulse to handle materials and to think and feel through their handling. The key term for understanding the relationship between experience, practice and knowledge is 'aesthetic experience', not as it is understood through traditional eighteenth century accounts, but as 'sense activity'.

In this article, I will draw on the work of John Dewey, Michael Polanyi and others to argue that creative arts practice as research is an intensification of everyday experiences from which new knowledge or knowing emerges. The ideas presented here will be illustrated with reference to case studies based on reflections, by the artists themselves, on successful research projects in dance, creative writing and visual art.

Experiential learning in practice as research : context, method, knowledge

Creative arts research is often motivated by emotional, personal and subjective concerns; it operates not only on the basis of explicit and exact knowledge, but also on that of tacit and experiential knowledge. Experience operates within in the domain of the aesthetic and knowledge produced through aesthetic experience is always contextual and situated. The continuity of artistic experience with normal processes of living is derived from an impulse to handle materials and to think and feel through their handling. The key term for understanding the relationship between experience, practice and knowledge is ‘aesthetic experience’, not as it is understood through traditional eighteenth century accounts, but as ‘sense activity’. In this article, I will draw on the work of John Dewey, Michael Polanyi and others to argue that creative arts practice as research is an intensification of everyday experiences from which new knowledge or knowing emerges. The ideas presented here will be illustrated with reference to case studies based on reflections, by the artists themselves, on successful research projects in dance, creative writing and visual art.