Using Social Networks for Integrating a Tacit Knowledge Repository to Support the Performance of Software Development Teams

Juárez‐Ramírez, Reyes; Pimienta-Romo, Rafael; Ocegueda-Miramontes, Violeta

doi:10.1007/978-3-642-39515-4_15

Cited by 4 publications

(1 citation statement)

References 9 publications

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“…For example, an individual academic staff can share their expertise with others while others may also participate through sharing their experience, critiques, and skills with him/her (Osimo, 2008). The unstructured nature of tacit knowledge may not be readily managed through traditional knowledge management systems as mentoring, face-to-face communication or chatting, direct observation, etc., are no longer cost-effective and flexible for tacit knowledge sharing (Hara and Hew, 2007;Juárez-Ramírez et al, 2013;Panahi et al, 2013;Sharratt and Usoro, 2003). Therefore, individual staff personality, motivation, self-efficacy and mutual trust may play a critical part in sharing tacit knowledge among the academic staff which seems to open a fresh window of opportunities to create an environment to facilitate tacit knowledge sharing among the academic staff of higher learning institution (Belay, 2014;Mitri, 2003;Shamizanjani et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Tacit knowledge-sharing behavior among the academic staff

Rahman

Mannan

Hossain

et al. 2018

IJEM

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Purpose The purpose of this paper is to examine the critical success factor of tacit knowledge-sharing behavior among the academic staff of higher learning institutions. Design/methodology/approach A total of 200 questionnaires were distributed among the academic staff of higher learning institutions in Bangladesh. Collectively, 150 usable responses were returned. Apart from descriptive statistics, this research applied confirmatory factor analysis (CFA) and structural equation modeling (SEM) to assess the measurement model and test the research hypotheses. Findings The findings from this empirical examination show that all the Big Five personality traits affect tacit knowledge-sharing behavior among the academic staff of higher learning institutions, except conscientiousness personality trait. However, the role of motivation, self-efficacy and mutual trust are also playing a significant role in tacit knowledge-sharing behavior. The CFA, SEM analysis confirmed the proposed conceptual model with a good model fit. Research limitations/implications The findings of this research contribute to the understanding of the role of personality traits and other antecedents which play a significant role for the academic staff tacit knowledge-sharing behavior which are interesting for policymakers and authorities of higher learning institutions. As there was no sampling frame, the researchers applied convenient sampling technique in choosing the respondents. Originality/value This research plays a pioneering role where it contributes to the growing literature on the relationships between personality traits and other factors to construct a model for the tacit knowledge behavior by considering academic staff of higher learning institutions from a developing country’s perspective.

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