Individual Level Knowledge Transfer in Virtual Settings

Abstract

Since the emergence of the knowledge-based view of the firm in the mid-1990, researchers have made considerable effort to untangle the complexity of how individuals create, capture and realize value from knowledge. To date, this burgeoning field has offered rich and yet diverse insights involving contextual, process and outcome factors that influence individual level knowledge transfer. Concomitantly globalization and advancing technologies have extended virtual work arrangements such as virtual teams and virtual communities on the internet and considerably extended the knowledge base upon which individuals can draw when creating, acquiring, sharing and integrating knowledge. Research on individual level knowledge transfer has also embraced these virtual environments spawning new insights. Hence the objective of this paper is to assess current state of research and identify potential avenues for future research at the intersection of these two dimensions. The authors focus specifically on knowledge transfer research at the individual level instead of the team or firm level and within virtual settings. Applying a process view of knowledge transfer, they synthesize existing findings and discuss issues surrounding the inputs, processes, and outputs. The synthesis reveals both strengths and gaps in the literature. Accordingly, the authors offer directions for future research that may address the gaps and contribute to a more comprehensive understanding of individual level knowledge transfer in virtual settings.

Tacit knowledge seeking from teammates: unravelling the role of social capital

“…First, knowledge-sharing research that investigates the facilitating role of social capital tends to predominantly focus on knowledge contribution (Chang and Chuang, 2011; Chiu et al , 2006; Choi, 2016; Chow and Chan, 2008; Goksel and Aydintan, 2017; Hau et al , 2013; Hau et al , 2016; Kankanhalli et al , 2005; Kwahk and Park, 2016; Lefebvre et al , 2016; van Dijk et al , 2016; Yang and Farn, 2009), which represents only a certain facet of the knowledge-sharing behaviour of individuals. Given that knowledge sharing is influenced by the donor and recipient of knowledge, its investigation from the perspective of both the parties is necessary to attain a holistic understanding of the phenomenon (He and Wei, 2009; Le and Lei, 2018; van den Hooff and de Ridder, 2004; Wan et al , 2015). There exists considerable ambiguity with regard to knowledge-seeking behaviour of employees, which acts as the critical triggering stage for most of the knowledge-sharing and learning processes (Haas and Cummings, 2015).…”

Effects of knowledge articulation and self-reflection on team performance

“…This knowledge is a valuable resource for the team and it is important to team performance (Nonaka et al, 2000;Bennett, 2001;Janhonen & Johanson, 2011;Vathanophas & Chirawattanakij, 2011;Ullah, Akhtar, Shahzadi, Farooq, & Yasmin, 2016). However, the tacit knowledge dwelling inside team members is complex and difficult to be perceived by other team members (Polanyi, 1962(Polanyi, , 1997Alavi & Leidner, 2001;Wan, Haggerty, & Wang, 2015). It needs to be externalized to become explicit knowledge to be utilized by the team.…”

Older adults’ perceptions of online physical exercise management

“…When it comes to online physical exercise, we can also argue that it can benefit from one of the well-known benefits of virtual environments that enables individuals access to knowledge via information communication technologies. Knowledge transfer in this context can occur from individuals (trainers) to individuals attending an online exercise session regardless of their physical location ( 51 ). Also important is the constant collaboration between different stakeholders that ensures that all interests are considered and appreciated, which then corresponds with a better knowledge transfer ( 52 ).…”