The Role of Communication in Creating and Maintaining a Learning Organization: Preconditions, Indicators, and Disciplines

Barker, Randolph T.; Camarata, Michael

doi:10.1177/002194369803500402

Cited by 103 publications

(83 citation statements)

References 51 publications

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“…It also takes for the knowledge giver to be open to learning from the receiver through the questions asked. The frequency and quality of interpersonal collaboration between employees in teams and departments was previously found to influence knowledge sharing (Barker & Camarata, 1998). Close collaboration allows employees to get to know each other and establish common norms of interaction.…”

Section: Factors Influencing Knowledge Sharing In the Workplacementioning

confidence: 97%

“…In general, positive inter-individual and team relationships have been found to be based on how people communicate with each other (Jones, 2004). Barker and Camarata (1998) discuss how communication channels must be built and nurtured to create the conditions required for a learning organisation. This requires a 'shared interpretation of information' which begins with employees collaborating to understand and share complex knowledge.…”

Section: Factors Influencing Knowledge Sharing In the Workplacementioning

confidence: 99%

“…Communication patterns within organisations are influenced by employees' demographic characteristics and need to be considered when recruiting, since this directly relates to performance (Zenger & Lawrence, 1989). The quality of interpersonal communication between employees greatly impacts knowledge sharing (Barker & Camarata, 1998). Communication styles within teams also contribute to knowledge sharing.…”

Section: Factors Influencing Knowledge Sharing In the Workplacementioning

confidence: 99%

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Knowledge sharing between different generations of employees: an example from Slovenia

Brčić

Mihelič

2015

Economic Research-Ekonomska Istraživanja

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Knowledge is increasingly being recognised as a valuable asset within organisations since it is an important building block of their competitive advantage. However, unless knowledge is shared among employees, organisations may fail to make the most of their intellectual capital. Of particular interest is the sharing of knowledge between employees belonging to different generational cohorts, since each of them possesses unique competencies. The study investigates how selected individual factors (i.e. willingness, motivation, communication, collaboration) impact upon the sharing of own knowledge with co-workers. In addition, it analyses the perceptions of the amount of knowledge shared through cross-generational mentoring relationships. A web-based survey was used to obtain the data from 268 employees. Findings indicate that while motivation and willingness significantly influence knowledge sharing, communication and collaboration exhibit insignificant relationships. Furthermore, respondents, both younger and older, report that the amount of knowledge received in mentoring processes is less than what is desired.

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Section: Factors Influencing Knowledge Sharing In the Workplacementioning

confidence: 97%

Section: Factors Influencing Knowledge Sharing In the Workplacementioning

confidence: 99%

Section: Factors Influencing Knowledge Sharing In the Workplacementioning

confidence: 99%

See 1 more Smart Citation

Knowledge sharing between different generations of employees: an example from Slovenia

Brčić

Mihelič

2015

Economic Research-Ekonomska Istraživanja

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“…Theory and research surrounding the concept of social interaction do not tend to discriminate between quality and quantity of interaction and definitions tend to be broad rather than focused. Indeed, most definitions use social interaction and communication interchangeably [18,19]. Quality and quantity of social interaction are interdependent the quality of communication within a team depends on frequency, formalisation, structure and openness of the information exchange [2,20].…”

Section: Social Interaction and The Development Of Tmsmentioning

confidence: 99%

“…However it is not merely social interaction alone. Team tacit knowledge refers to knowledge associated with group activities, gained through the experience of working together by constructing shared cognitions or a 'collective mind' [18,26,50]. The collective mind is emergent and therefore is not known in its entirety to any one individual although portions are known differentially to all [69].…”

Section: Model For Acquisition and Sharing Of Tacit Knowledge In Teamsmentioning

confidence: 99%

Acquiring and sharing tacit knowledge in software development teams: An empirical study

Ryan¹,

O’Connor

2013

Information and Software Technology

123

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Context: Sharing expert knowledge is a key process in developing software products. Since expert knowledge is mostly tacit, the acquisition and sharing of tacit knowledge along with the development of a transactive memory system (TMS) are significant factors in effective software teams. Objective: We seek to enhance our understanding human factors in the software development process and provide support for the agile approach, particularly in its advocacy of social interaction, by answering two questions: How do software development teams acquire and share tacit knowledge? What roles do tacit knowledge and transactive memory play in successful team performance? Method: A theoretical model describing the process for acquiring and sharing tacit knowledge and development of a TMS through social interaction is presented and a second predictive model addresses the two research questions above. The elements of the predictive model and other demographic variables were incorporated into a larger online survey for software development teams, completed by 46 software SMEs, consisting of 181 individual team members. Results: Our results show that team tacit knowledge is acquired and shared directly through good quality social interactions and through the development of a TMS with quality of social interaction playing a greater role than transactive memory. Both TMS and team tacit knowledge predict effectiveness but not efficiency in software teams. Conclusion: It is concluded that TMS and team tacit knowledge can differentiate between low-and high-performing teams in terms of effectiveness, where more effective teams have a competitive advantage in developing new products and bringing them to market. As face-to-face social interaction is key, collocated, functionally rich, domain expert teams are advocated rather than distributed teams, though arguably the team manager may be in a separate geographic location provided that there is frequent communication and effective use of issue tracking tools as in agile teams.

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Learning Organizations

Iverson

2008

The International Encyclopedia of Communication

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A learning organization is most simply described as an organization in which learning has become a part of the → organizational culture. As Lehr and Rice (2002, 1062) state, “organizational learning is most often treated as an extended process through which organizations grow, change, adapt, and improve to remain viable.” Interest in learning organizations can be tracked to the early interests in → organizational change processes, organizational culture, and organizational improvement.

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The Role of Communication in Creating and Maintaining a Learning Organization: Preconditions, Indicators, and Disciplines

Cited by 103 publications

References 51 publications

Knowledge sharing between different generations of employees: an example from Slovenia

Knowledge sharing between different generations of employees: an example from Slovenia

Acquiring and sharing tacit knowledge in software development teams: An empirical study

Learning Organizations

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