An Empirical Investigation of the Microstructure of Knowledge Acquisition and Transfer Through Learning by Doing

Abstract

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Barriers to knowledge sharing in third sector social care: a case study

“…Riege's list was developed by first reviewing a wealth of literature on KSBs in the management discipline, and then seeking to provide a more structured approach to the issue by sorting the KSBs into categories (Riege, 2005). Much of the earlier work on knowledge sharing barriers suggests, in line with Riege's findings, that knowledge sharing barriers are largely due to: individual barriers such as poor social interaction and lack of social network (Argote et al, 1990;Epple et al, 1996;Argote and Ingram, 2000;Cabrera and Cabrera, 2002); poor organisational culture and structure (McDermott, 1999;McDermott and O'Dell, 2001;Sharratt and Usoro, 2003); and technological issues such as reluctance to use new systems (Lettieri et al, 2004).…”

"Learning by Doing in Social Networks: The North American Automotive Engine Plants, 1995-2006"

“…However, extant empirical research that explores experiential learning based on the learning curve perspective does not seem to directly address the internal processes that consist of learning activities in detail. In fact, the previous studies of learning curves mostly use accumulated production as a proxy variable that can capture the overall effect of experiential learning by assuming that experience is absorbed in the products as a whole (e.g., Argote, Beckman, & Epple, 1990a;Argote & Epple, 1990;Darr et al, 1995;Epple, Argote, & Murphy, 1996;Lapré & Tsikriktsis, 2006;Levin, 2000). Therefore, despite the extensive amount of research, the details of experience that contribute to productivity enhancement are not yet unveiled.…”

Transferindo práticas: construindo conhecimento arquitetural localmente

“…Entre empresas, por exemplo, Epple et al (1996) descobriram que a transferência acontece de forma bastante rápida quando uma nova mudança é introduzida em uma fábrica. Henderson e Cockburn (1996) encontraram evidência de disseminação de conhecimento entre programas de pesquisa relacionados dentro da mesma empresa.…”

“…Estas podem ocorrer pela mudança de pessoal, de tecnologia ou de estrutura, ou pela modificação do perfil das pessoas -por exemplo, por meio de treinamento -, da tecnologia ou da estrutura da organização receptora (Argote, 1999). Zander e Kogut (1995) descobriram que o conhecimento que é codificado em documentos e pode ser facilmente ensinado resulta em transferências mais rápidas; Epple et al (1996) sugerem que uma maneira efetiva de transferir conhecimento é "embuti-lo" em tecnologia. Adler e Cole (1993), por sua vez, mostraram como padronização e documentação detalhadas das atividades resultam em transferência efetiva de conhecimento.…”