This conceptual paper investigates the process of knowledge transfer in project-based organizations from the perspective of organizational culture. The paper identifies obstacles to knowledge transfer in project-based organizations and emphasizes the importance of organizational and project cultures in this process. The study provides some suggestions for improving knowledge transfer in project-based organizations and notes the implications of the paper for project management.

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PurposeIn order that knowledge distribution in companies can be efficient and effective, it should take place without boundaries. However, this is not often the reality. People tend to build up their own boundaries, often creating overly technical terminology so that others cannot participate in what they do. In other words, identity hinges on difference. Establishing these identities weakens the existence of real innovative companies and reinforces barriers within and between organisations. The ability of companies to transcend these barriers is partly based on the recognition of boundary objects. This means that the better the companies understand the nature of the existing boundary objects, the better they can take actions that will help to overcome existing barriers. Therefore the goal of the paper is to highlight boundary objects that co‐ordinate knowledge sharing within and between firms' innovation processes.Design/methodology/approachThere are many different types of boundary objects. The conceptual paper especially addresses the question of what kind of role metaphoric boundary objects play in the knowledge sharing within and between firms' innovation processes. The study is conducted with the help of a literature survey.FindingsThe results of the study suggest that metaphoric boundary objects may play a significant role as a co‐ordinating mechanism in the knowledge sharing of companies' innovation processes.Originality/valueThe relevance of metaphoric boundary objects resides in the fact that with them companies can create the necessary shared understanding behind the framing and resolution of the emerging problem in innovation activities.

This article introduces a model with the help of which the management of businesses can evaluate what kind of a role tacit knowledge plays in their organizations. At the beginning of the article basic elements from which an individual’s competence is derived are described. After that the structure of the model is discussed. Four different systems, namely memory, communication, motivational, and situational systems, which all include numerous factors that affect tacit knowledge utilization in organizations are illustrated. The article ends with the introduction of the model and a brief speculation about its application possibilities in different work units.

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This article highlights knowledge management as a part of project management. First, the article focuses on epistemological assumptions. Cognitive- and autopoietic epistemologies are highlighted with the purpose getting a better understanding of what is knowledge and how it develops. Second, the discussion goes on dealing with tacit- and explicit knowledge and their role in different types of projects. Third, the article illustrates two main knowledge management processes: codification and personalization. It is concluded that many delivery- and investment projects are often projects in which the utilization of explicit knowledge and codification type of knowledge management process play a significant role. It is also concluded that many research and development projects are enterprises in which tacit knowledge usage is abundant and personalization type of knowledge management process is a necessity. Fourth, the main content of this article – a division of knowledge-related project management environments into four different entities – is introduced. With the help of this division the project management can understand what type of knowledge management process is needed in different project management contexts.

Although a traditional project model is clearly useful for laying out the patterns of relationships surrounding a project, it does not provide the temporally embedded accounts that enable us to understand how organizational learning takes place. The process thinking perspective offers a means to solving this problem. This article provides an analysis of how different processes interact dynamically in order to benefit project‐based companies' organizational learning. Two findings from this study are: (1) organizational learning is a dynamic concept that emphasizes the continually changing nature of a project‐based company and (2) sensemaking and negotiation of meaning are ongoing processes in project‐based companies.