Relevant factors for tacit knowledge transfer within organisations

Abstract

Purpose -This paper aims to identify the pertinent factors for tacit knowledge transfer within a major state-owned Brazilian oil company -Petrobras.Design/methodology/approach -The research analyses the literature concerning tacit knowledge transfer within organisations and, using a quantitative approach based on exploratory factorial analysis, seeks to collect facts in order to identify relevant factors for tacit knowledge transfer within the organisation in question.Findings -It is seen that idiosyncratic factors, the knowledge management strategy adopted by the company, and its organisational structure are relevant elements for the success of tacit knowledge transfer within the organisation.Research limitations/implications -The study was conducted just in the Sales and Marketing division of Petrobras. Therefore, its external validity cannot be tested and any attempt to make a statistical generalisation would be flawed. Another limitation is related to the acuity of perception of the employees involved in relation to tacit knowledge transfer. These limitations are related to the possibility of many varied interpretations of reality given by the respondents, in their attempt -not necessarily consciousto paint a good picture of the company, to limitations of information available while they answer the questionnaire, to the epistemological model of the respondent, and to the very fact that they work in a state-owned, rather than in a public oil company.Originality/value -Three propositions arising from the results obtained are consolidated and presented in order that they may be tested in a future explanatory study.

How family firms execute open innovation strategies: the Loccioni case

“…Prior research has shown that problems of knowledge acquisition and transfer may be overcome by changing the norms, expectations, working routines, and job functions in an organization (Salter et al, 2014); introducing ad hoc reward systems and formal practices (see, for example, Di Minin et al, 2010); employing appropriate rules and directives, routines, and group problem solving practices (Ardito and Messeni Petruzzelli, 2017;Grant, 1996); developing an organizational design with effective governance mechanisms, incentives, and controls (Wallin and Von Krogh, 2010). For example, among factors influencing the transfer of tacit knowledge within a firm, Joia and Lemos (2010) identify personal characteristics (e.g., mutual trust and common language), strategic approaches to knowledge management (e.g., type of training, recognition, and reward) and organizational structures (networks, power, and hierarchy). Other scholars note that developing absorptive capacity (Cohen and Levinthal, 1990;Zahra and George, 2002) allows overcoming specific barriers, particularly the inability to identify and value external knowledge sources.…”

Influence of Relational Psychological Contract and Affective Commitment in the Intentions of Employee to Share Tacit Knowledge

“…Depending on the degree of structuring and coding, there are two types of knowledge that are explicit knowledge and tacit knowledge [16]. Explicit knowledge is easily encoded and stored, is expressed and communicated in written documents such as reports or manuals [17], it is public and transfer is cheaper [11].…”

“…It also indicates that the perception of support, trust, reward structures, differences in organizational status, leadership and social networks are closely related to the transfer of tacit knowledge [28]. Academics like Joaia & Lemus (2010) [16], note that the idiosyncratic factors, knowledge management strategies adopted by the organization and structure are important elements to consider for the successful transfer of tacit knowledge intra-organizational. Meanwhile, Máynez, Cavazos & Nuño de la Parra (2012) [5], state that the absorptive capacity and organizational culture also contribute to such transfer.…”

Coaching New School Principals during Their Professional Integration: Exploring Opportunities for Improvement

“…Regarding the more specific role played by this trust in the relationship, Wales (2003) notes that it enables the development of a safe, supportive environment where the coachee's fear and anxiety can be addressed. Furthermore, one could argue that when this trust is prevalent, coacheswould be more willing to share their knowledge with their coachees and the coacheeswould be more open to receiving it and integrating it into their work practices (Andrews & Delahay, 2000;Joia & Lemos, 2010;Srinivas, 2000in Sichinsambwe, 2011Mayer, Davis,& Schoorman, 1995;Tsai & Ghosal, 1998in Sichinsambwe, 2011. This trust would also promote the creation of a common language between the parties, thereby facilitating the transmission of knowledge (Perez-Nordtvedt et al, 2008).…”