Team-Based Knowledge Sharing: Learning Through Complex Work Challenges

Abstract

This paper explores a team-based knowledge sharing framework as a structured approach to addressing complex work-related challenges through the sharing of knowledge drawn from concrete experiences. Knowledge sharing is constructed through individual narratives that serve as the basis for collective sensemaking. In turn, interpretation of the problem at hand and articulation of related past experiences help develop reflective inquiry and dynamic feedback increasing team learning. When individuals select their frames of references to construct their narratives, they also unlock their tacit knowledge about past successful experiences or practices. Through collective sensemaking, team members develop critical change behaviours that lead to knowledge experimentation modifying their action patterns. Through an exploratory research design involving qualitative feedback analysis, semi-structured interviewing, and ethnographic participation in a Saudi Arabian multinational company, the study found that the framework promotes team learning in both formal and informal contexts. Not only do individuals begin to view organizational change differently, they also engage more actively in people conversations, collaboration, empowerment, and decision making resulting in specific organizational outcomes. The paper offers implications for human resource development (HRD) practice and research.

Firm performance: is organizational learning capability the magic wand?

“…Investment in training and development enhances employees’ absorptive capacity (Jerez-Gómez et al , 2004; van der Heiden et al , 2015) while well-crafted incentive schemes promote the development of new knowledge (Jerez-Gómez et al , 2005b) and absorptive capacity through employee learning (Wang et al , 2018). Teamworking promotes knowledge sharing among individuals (Appelbaum and Reichart, 1998; Lepak et al , 2007) through collective sensemaking that leads to knowledge experimentation and team learning (Yeo et al , 2016). Likewise, formal selection criteria foster knowledge development (Roy, 2018; Schmidt and Hunter, 1998), as new recruits possess the knowledge, skills and ability to further engage in knowledge sharing.…”