How Knowledge Management Systems Support Organizational Knowledge Creation -- An In-depth Case Study

Basten, Dirk; Michalik, Bjoern; Yiğit, Mahmut

doi:10.1109/hicss.2015.464

Cited by 7 publications

(7 citation statements)

References 37 publications

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“…We continue previous research that is based on the idea of combining the theoretical and practical paths by matching the characteristic of the approaches to selected competences suggested in OL theories (e.g., Basten, Michalik, & Yigit, 2015;Dingsøyr, 2005;Hoegl & Schulze, 2005;Wu, Gordon, & Fan, 2010). As earlier works have focused on selected perspectives of both paths (i.e., few approaches, single theory), the challenge of a comprehensive evaluation of systematic approaches based on OL theories has yet to be accomplished.…”

Section: Introductionmentioning

confidence: 91%

“…The absence of practical guidance has led researchers to match practical approaches with aspects of OL theory (e.g., Basten et al, 2015; Dingsøyr, 2005; Hoegl & Schulze, 2005; Wu et al, 2010). Analyzed approaches include information technology (Basten et al, 2015; Wu et al, 2010), postmortem reviews (Dingsøyr, 2005), and communities of practice (CoP; Hoegl & Schulze, 2005). OL theory is typically considered from the perspective of Nonaka’s (1991) knowledge creation theory (see Basten et al, 2015; Dingsøyr, 2005; Hoegl & Schulze, 2005; Wu et al, 2010).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Analyzed approaches include information technology (Basten et al, 2015; Wu et al, 2010), postmortem reviews (Dingsøyr, 2005), and communities of practice (CoP; Hoegl & Schulze, 2005). OL theory is typically considered from the perspective of Nonaka’s (1991) knowledge creation theory (see Basten et al, 2015; Dingsøyr, 2005; Hoegl & Schulze, 2005; Wu et al, 2010). The matching of practice and theory in these studies provides guidance concerning OL implementation.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…The theory has been considered to “have the potential to stimulate the next wave of research” (see the quote by Arie Y. Lewin in Nonaka (1994, p. 14). Accordingly, it has been widely used by researchers who link practical approaches to OL theory (e.g., Basten et al, 2015; Dingsøyr, 2005; Hoegl & Schulze, 2005; H. Wu et al, 2010).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Approaches for Organizational Learning: A Literature Review

2018

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Organizational learning (OL) enables organizations to transform individual knowledge into organizational knowledge. Organizations struggle to implement practical approaches due to the lack of concrete prescriptions. We performed a literature review to identify OL approaches and linked these approaches to OL theories. We synthesized 18 OL approaches across three domains: people (seven approaches), processes (nine), and technologies (two). Furthermore, we suggest two directions for future research: referring to the evaluation of our results and addressing the contingencies of OL effectiveness. Our mapping guides organizations in the design of learning processes to improve long-term performance. Although relying on a single approach is unlikely to comprehensively enable OL, our mapping facilitates the combination of several approaches aligned with organizational culture and processes.

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Section: Introductionmentioning

confidence: 91%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

See 2 more Smart Citations

Approaches for Organizational Learning: A Literature Review

2018

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“…While critical voices have been raised concerning information technology’s (IT) enabling role for KM (Hislop, 2002; McDermott, 1999), others emphasise IT’s importance to KM success (Argote et al , 2003; Gray and Durcikova, 2005/2006; Newell and Galliers, 2006). One reason for this differentiated picture can be found in organisation’s focus on investing in IT to support the processes of creating, storing and transferring knowledge (Basten et al , 2015; Huber, 2001; Lin and Huang, 2008; Young et al , 2012). Considerably less attention has been paid to the application[2] of knowledge (Davenport and Völpel, 2001), which involves the elicitation and application of existing knowledge with regard to an unsolved problem (Alavi and Tiwana, 2002; Červenka, 2012; Holzner and Marx, 1979).…”

Section: Introductionmentioning

confidence: 99%

The role of information technology in bridging the knowing-doing gap: an exploratory case study on knowledge application

Haamann

Basten

2019

JKM

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Purpose Organisations that systematically manage their knowledge based on processes of creating, storing, transferring and applying knowledge are likely to achieve both performance improvements and competitive advantages. However, companies often succeed in the first three processes only, while neglecting knowledge application. The phenomenon of employees not relying on existing knowledge when solving specific problems is referred to as knowing-doing gap. While the existence of this gap is well acknowledged, the purpose of this study is to advance the understanding how respective barriers of knowledge application can be overcome, in particular concerning the role of information technology (IT). Design/methodology/approach This study applies a case study design, thereby relying on various data sources, such as interviews, documents, field notes, observations and demonstrations. The analysis follows established guidelines for thematic analysis. Findings An understanding of knowledge application as a three-step process is derived. The set of knowledge application barriers, identified practices to overcome the barriers and yielded themes that explain the role of IT in bridging the knowing-doing gap are complemented. Research limitations/implications The role of IT in bridging the knowing-doing gap and contributing to the general understanding of the knowing-doing gap by also considering practices concerning the people and process dimensions is illuminated. While IT plays a central role in applying knowledge, successfully overcoming the knowing-doing gap requires organisational practices at the people and processes dimensions that are aligned with the IT. The set of barriers of knowledge application at the individual, group and organisational levels is complemented. Practical implications The practices to bridge the knowing-doing gap at the intersection of the people, processes and technology dimensions are identified. Specifically, the role of IT in overcoming barriers to knowledge application is explored. Originality/value This thematic analysis yields a theoretical explanation for knowledge application as a three-step process and suggests practices to bridge the knowing-doing gap for each step. Furthermore, four major themes that explain the role of IT for this process in depth are derived.

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The speed of learning and learning forces

Haider

Mariotti

2020

Knowl Process Manag

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In this paper, we propose a model of learning forces to measure and accelerate the speed of learning in knowledge initiatives. The model is built on the assertion that the speed at which companies learn and how they manage underlying learning forces determines their competitive position. Borrowing analogies from the field of physics, we introduce learning forces, learning acceleration, and knowledge value growth concepts to explain the transitions in knowledge capabilities. It is argued that these transitions can have different speeds, vectors (magnitude and direction), and trajectories (path). Further, we consider the changes in the efficiency and effectiveness of knowledge sharing to examine such transitions. The paper builds the argument that the speed and the success of learning depend on whether the vector of knowledge transition and the forces applied are aligned with the direction of the business strategy and whether or not the generated knowledge supports core capabilities (existing or potential) of the organization. Further, we examine how managing forces of friction, unlearning redundant knowledge, and creating a leaner knowledge strategy can improve learning processes.

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How Knowledge Management Systems Support Organizational Knowledge Creation -- An In-depth Case Study

Cited by 7 publications

References 37 publications

Approaches for Organizational Learning: A Literature Review

Approaches for Organizational Learning: A Literature Review

The role of information technology in bridging the knowing-doing gap: an exploratory case study on knowledge application

The speed of learning and learning forces

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