Reflective thinking, ambiguity tolerance, and knowledge sharing: application of the motivation-opportunity-ability framework

Abstract

Purpose The purpose of this study is to apply the motivation–opportunity–ability (MOA) framework to investigate the relationships between ambiguity tolerance (AT), reflective thinking (RT) and performance in a complex task to predict knowledge-sharing intent. Design/methodology/approach In this study, 190 subjects performed a complex scheduling task in which they were randomly assigned to either participate in RT or not. Findings Results show that factors of the MOA framework positively predicted knowledge-sharing intent. In addition, RT significantly increased intention to share for individuals with low performance or with low AT. Research limitations/implications More research is needed to determine relationships between complex task performance and knowledge sharing, and the role of learning strategies, particularly self-directed ones such as RT. Future studies may use a larger sample size for more complex analysis. Practical implications RT may be used to create a sustainable and low-cost method of increasing knowledge sharing in complex tasks, without which those with low AT or low performance may not have participated. Originality/value The study supports the importance of contextual influences and points to how organizations can use RT in addition to individual motivation and ability to encourage knowledge sharing.

Knowledge sharing through empowering leadership: the roles of psychological empowerment and learning goal orientation

“…Our study adds to the literature on empowering leadership, psychological empowerment, LGO and KSB in many folds. First, KS is a complex process and needs further investigation (Endres and Chowdhury, 2022; Islam and Asad, 2021). Past studies have identified the roles of positive and negative leadership styles in enhancing KS in the workplace (Chaudhary et al , 2021; Guo et al , 2021; Offergelt and Venz, 2022); therefore, extending these studies, we focused on empowering leadership.…”

“…Nowadays, the dynamic and competitive environment of the product market has increased organizational interest in amplifying KS trends to achieve organizational effectiveness (Chatterjee et al , 2022). As organizations are not supposed to exploit employees’ knowledge and share it with others without their willingness (Ipe, 2003), therefore, KS is a complicated process (Endres and Chowdhury, 2022) and needs further investigation (McLarnon et al , 2022; Islam and Asad, 2021).…”

Pengaruh Keaktifan Berorganisasi terhadap Motivasi Belajar Mahasiswa Program Studi Manajemen Sumber Daya Manusia Politeknik STIA LAN Jakarta

“…Motivasi merupakan faktor pendorong seseorang dalam melakukan berbagai aktivitas, seorang pekerja menjadi rajin, kreatif, atau tidak kreatif dapat di amati dari motivasi yang ada di dalam diri seseorang tersebut, motivasi sangat berperan penting dalam segala kegiatan yang di kerjakan oleh manusia karena dengan adanya motivasi akan mendorong seseorang untuk melakukan sesuatu secara maksimal (Mahmudi Pradayu, 2017;Endres, 2022;Karimi, 2019;Nuttin, 2022;Sorić, 2021;Tomar, 2024). Mengutip dari Sardiman dalam Yunita Rahmah (2019), indikator motivasi belajar dapat diklasifikasikan sebagai berikut: Namun, pada faktanya dalam mengikuti kegiatan Ormawa mahasiswa sering dihadapkan pada kenyataan sulitnya membagi waktu antara kegiatan Ormawa dengan kegiatan perkuliahan, karena dalam megikuti kegiatan Ormawa mahasiswa memiliki kegiatan yang cukup padat bahkan terkadang jadwal kegiatan Ormawa tersebut berbenturan dengan jadwal perkuliahan, sehingga mahasiswa dihadapkan pada pilihan yang sulit antara tetap mengikuti kegiatan Ormawa dan harus rela meninggalkan perkuliahan atau sebaliknya mengikuti kegiatan perkuliahan dan harus rela meninggalkan kegiatan Ormawa.…”

The effect of e-portfolio application on reflective thinking and learning motivation of primary school teacher candidates

“…Oehlman et al ( 2016 ) stated that e-portfolio supports reflective learning, facilitates the transfer of knowledge, and actively involves students who are not active enough in the course. Endres and Chowdhury ( 2022 ) concluded in the study that the e-portfolio applied to individuals working in production and service organizations positively affects reflective thinking and motivation. Chang et al ( 2018 ) experimentally determined that there were significant improvements in students’ self-regulation in the study with high school sophomores.…”