Transfer and Management of Knowledge

PREFACE Xl
<p>CHAPTER 1. THE IMPACT OF KNOWLEDGE HOARDING ON MICRO–FIRM LEARNING NETWORK EXCHANGE 1<br /> Felicity KELLIHER, Elaine AYLWARD and Leana REINL</p>
<p>1.1. Introduction 1</p>
<p>1.2. Micro–firm learning networks and the pursuit of competitive advantage&nbsp;2</p>
<p>1.3. Building trust in a micro–firm learning network: the role of the knowledge facilitator 3</p>
<p>1.4. The pursuit of shared knowledge across network boundaries 4</p>
<p>1.5. Challenging the knowledge exchange assumption&nbsp;5</p>
<p>1.6. Knowledge hoarding and its impact on network exchange 6</p>
<p>1.7. Observing knowledge exchange activity in action 7</p>
<p>1.8. Micro–firm learning network: member interaction 9</p>
<p>1.9. Barriers to knowledge exchange&nbsp;9</p>
<p>1.10. Initial knowledge release 10</p>
<p>1.11. Information flow and the cycle of shared experience&nbsp;11</p>
<p>1.12. Seeking knowledge beyond the network boundary&nbsp;13</p>
<p>1.13. The role of the knowledge facilitator 13</p>
<p>1.14. Visualizing the knowledge exchange dynamic in a micro–firm learning network 14</p>
<p>1.15. Conclusion 16</p>
<p>1.16. Bibliography 17</p>
<p>CHAPTER 2. KNOWLEDGE EXCHANGE IN PUBLIC–PRIVATE PARTNERSHIPS: THE CASE OF ECH 21<br /> Andreas SPICHIGER, Kim Oliver TOKARSKI and Reinhard RIEDL</p>
<p>2.1. Characteristics of knowledge 21</p>
<p>2.2. Knowledge networks and knowledge transfer 27</p>
<p>2.3. Stakeholders in e–government 29</p>
<p>2.4. Goals of the stakeholders 30</p>
<p>2.5. eCH as a PPP 31</p>
<p>2.6. The business case for eCH 33</p>
<p>2.7. Specification artifacts 38</p>
<p>2.8. Standardization in eCH 39</p>
<p>2.9. Success and challenges 42</p>
<p>2.10. Bibliography 45</p>
<p>CHAPTER 3. TALENT DEVELOPMENT AND LEARNING CHALLENGES IN CEE: THE CASE OF POLAND 49<br /> Agnieszka SKUZA and Hugh SCULLION</p>
<p>3.1. Introduction 49</p>
<p>3.2. Talent development and learning 53</p>
<p>3.3. Transformational influences on management: from communism to capitalism&nbsp;57</p>
<p>3.4. Talent development challenges in Polish context 60</p>
<p>3.4.1. Superiority oftechnical competencies over generic competencies 61</p>
<p>3.4.2. Low level of responsibility and accountability 62</p>
<p>3.4.3. Lack of acceptance for success of an individual 63</p>
<p>3.4.4. Low level of innovativeness and willingness to learn 64</p>
<p>3.4.5. Poor assessment skills due to poor evaluation systems&nbsp;64</p>
<p>3.4.6. Promotions based on "personal connections"&nbsp;66</p>
<p>3.4.7. Limited participation in the decision–making process 67</p>
<p>3.4.8. Treating high potentials as a threat to one′s own position 67</p>
<p>3.4.9. Perceived low value oftraining 68</p>
<p>3.5. Conclusion 69</p>
<p>3.6. Bibliography 70</p>
<p>CHAPTER 4. KNOWLEDGE SHARING: SOCIAL, CULTURAL AND STRUCTURAL ENABLING FACTORS 81<br /> Maria J. SANTOS, Raky WANE and Octavio LOPES</p>
<p>4.1. Introduction&nbsp;81</p>
<p>4.2. From managing stocks to managing flows: 15 years of KM 83</p>
<p>4.2.1. Knowledge sharing&nbsp;89</p>
<p>4.3. Overcoming organizational barriers to knowledge sharing 93</p>
<p>4.3.1. Organizational culture 94</p>
<p>4.3.2. Organizational structure&nbsp;98</p>
<p>4.3.3. Leadership 100</p>
<p>4.3.4. Communication and motivation&nbsp;105</p>
<p>4.4. Final observations 115</p>
<p>4.5. Bibliography 118</p>
<p>CHAPTER 5. ORGANIZATIONAL TRUST AND KNOWLEDGE SHARING IN PORTUGUESE TECHNOLOGICAL ENTERPRISES 127<br /> Carla FREIRE</p>
<p>5.1. Introduction 127</p>
<p>5.2. Knowledge in organizations 130</p>
<p>5.2.1. The nature oftacit, explicit and dynamic knowledge 131</p>
<p>5.3. Knowledge sharing 135</p>
<p>5.4. Organizational trust and its connection to knowledge 136</p>
<p>5.4.1. The definition ofthe concept of organizational trust 137</p>
<p>5.4.2. The social exchange theory as a theoretical framework&nbsp;140</p>
<p>5.5. Support practices for innovation and knowledge sharing 141</p>
<p>5.6. Case study, sample, measures and data analysis 143</p>
<p>5.6.1. Measures 144</p>
<p>5.6.2. Results 146</p>
<p>5.6.3. Discussion and conclusions 153</p>
<p>5.7. Management implications 155</p>
<p>5.8. Appendix 156</p>
<p>5.9. Bibliography 157</p>
<p>CHAPTER 6. ORGANIZATIONAL MEMORY: A PRELIMINARY MODEL BASED ON INSIGHTS FROM NEUROSCIENCE 167<br /> Isabel RAMOS and Linda LAVINA</p>
<p>6.1. The problem 169</p>
<p>6.2. Organizational memory: an evolving concept 171</p>
<p>6.3. A perspective on the human memory 175</p>
<p>6.4. Organizationally distributed memory: a new model for organizational memory 177</p>
<p>6.5. Organizational remembering in practice: evidence for the relevance of the proposed model 183</p>
<p>6.6. Organizational memory dysfunctions: evidence from the literature 189</p>
<p>6.7. Conclusions 197</p>
<p>6.8. Bibliography 198</p>
<p>CHAPTER 7. DELVING DOWN TO LEARN UP: KNOWLEDGE MANAGEMENT AND HEALTH REFORMS 207<br /> Teresa Carla Trigo OLNElRA and Vitor RAPOSO</p>
<p>7.1. Introduction 207</p>
<p>7.1.1. Rules, norms and logics&nbsp;210</p>
<p>7.2. Hospitals, complexity and hierarchy&nbsp;218</p>
<p>7.2.1. Reconciling organizational and operational logics 220</p>
<p>7.3. Realities of change management in the British NHS 223</p>
<p>7.4. Lack of knowledge transfer to and in the Portuguese NHS&nbsp;226</p>
<p>7.4.1. Senior administrators and doctors as middle managers 229</p>
<p>7.4.2. Nurses in a pediatric hospital&nbsp;234</p>
<p>7.5. Discussion of findings 237</p>
<p>7.6. Strength and limits of the findings 239</p>
<p>7.7. Implications for further research&nbsp;240</p>
<p>7.8. Bibliography&nbsp;241</p>
<p>CHAPTER 8. THE KNOWLEDGE SPIRAL IN COMMUNITIES OF PRACTICE: USING INFORMATION TECHNOLOGY FOR STRUCTURING THE COLLECTIVIZED INTELLIGENCE 249<br /> Jefferson David Araujo SALES and Jairo Simiao DORNELAS</p>
<p>8.1. Introduction 249</p>
<p>8.2. Context 253</p>
<p>8.2.1. Scenario 254</p>
<p>8.2.2. Problem 255</p>
<p>8.2.3. Goals 257</p>
<p>8.2.4. Feasibility reasons 258</p>
<p>8.3. Visit to the literature 259</p>
<p>8.3.1. People 260</p>
<p>8.3.2. Groups 261</p>
<p>8.3.3. Communities of practice 263</p>
<p>8.3.4. Smart collectives 264</p>
<p>8.4. Methodological procedure 267</p>
<p>8.4.1. Research design 269</p>
<p>8.4.2. Data collection 270</p>
<p>8.4.3. Data analysis 271</p>
<p>8.5. Pilot test 273</p>
<p>8.5.1. Practical aspect 274</p>
<p>8.5.2. The spiral construction 277</p>
<p>8.6. Final remarks 280</p>
<p>8.7. Bibliography 281</p>
<p>CHAPTER 9. ORGANIZATIONAL LEARNING, LEARNING ORGANIZATION AND KNOWLEDGE CREATION AND TRANSMISSION: SOME REFLECTIONS 287<br /> Carolina MACHADO</p>
<p>9.1. Introduction 288</p>
<p>9.2. Organizational learning, learning organization and knowledge management: some concepts 289</p>
<p>9.3. Learning organization and knowledge creation and management: divergent or convergent? 293</p>
<p>9.4. Senge and Nonaka &amp; Takeuchi′s theories in learning and knowledge creation and transmission 296</p>
<p>9.4.1. Learning organization theory (Senge, 1997, first edition in 1990) 296</p>
<p>9.4.2. Knowledge creation theory (Nonaka and Takeuchi, 1995) 299</p>
<p>9.5. The role ofIT in the four conversion modes ofthe knowledge–creation model 304</p>
<p>9.6. Final remarks 306</p>
<p>9.7. Bibliography 308</p>
<p>LIST OF AUTHORS 311</p>
<p>INDEX 313</p>