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Knowledge Resources (knowledge + resource)
Selected AbstractsOUTSOURCING AS SEEN FROM THE PERSPECTIVE OF KNOWLEDGE MANAGEMENTJOURNAL OF SUPPLY CHAIN MANAGEMENT, Issue 3 2010OSCAR F. BUSTINZA This article analyzes outsourcing from a knowledge-based perspective. We investigate how knowledge as an organizational resource and the capabilities to manage this knowledge affect the benefits of outsourcing. Our results indicate that the nature of the knowledge of the outsourced activity affects the success of outsourcing. We also analyze the way in which collaborative know-how (as a knowledge resource) and learning capability (as an organizational capability) affect outsourcing benefits. We then test the validity of this hypothesis by surveying organizations from the service sector. The results of the empirical study provide strong support for our assertion that knowledge management affects the results of outsourcing decisions. [source] Generational differences in soft knowledge situations: status, need for recognition, workplace commitment and idealismKNOWLEDGE AND PROCESS MANAGEMENT: THE JOURNAL OF CORPORATE TRANSFORMATION, Issue 1 2008Peter Busch Much knowledge management (KM) literature is focused on the improvements that can be made to organisations if they use their knowledge resource effectively. A great deal of knowledge rests in the heads of employees. Little to date has discussed the differences in soft knowledge utilisation amongst different generations of employees particularly in the IT sector. By generations we refer to the Baby Boomers, Generation X and Generation Y. Our study establishes that there were a number of differences between how the three Generations would deal with certain IT soft knowledge situations. These differences were along the following lines; issues of status in the workplace; need for recognition, typically by younger employees; issues of commitment to the workplace and finally idealism in the place of work. Copyright © 2008 John Wiley & Sons, Ltd. [source] Closing the gap: towards a process model of post-merger knowledge sharingINFORMATION SYSTEMS JOURNAL, Issue 4 2007Youngjin Yoo Abstract., We develop a process model of post-merger knowledge sharing based on distributed cognition, a systems perspective and path dependence. The framework conceptualizes knowledge sharing by layers of management choice and employee appropriation of knowledge resources seen as knowledge as content and knowledge as connection. We use the framework to study a merger of two polymer companies. The study reveals that mergers represent a discontinuity in knowledge sharing. Yet, chosen strategies often mirror the learned knowledge-sharing practices of one of the merged companies and match poorly with the post-merger knowledge-sharing needs. Five factors emerged contribute to this knowledge gap: (a) the nature of the merger; (b) a lack of shared context; (c) the incompatibility of existing knowledge systems; (d) the tacit dimension of knowledge; and (e) time pressures of the merger. Our study shows that, employees enacted knowledge new sharing practices that differed significantly from the official strategy to close to the post-merger knowledge gap. [source] Using knowledge within small and medium-sized firms: A systematic review of the evidenceINTERNATIONAL JOURNAL OF MANAGEMENT REVIEWS, Issue 4 2005Richard Thorpe This paper provides a systematic review of the literature on how small and medium-sized enterprises (SMEs) use and acquire knowledge. The review was undertaken as part of the Economic and Social Research Council's Evolution of Business Knowledge Programme. The paper describes the systematic review protocol and provides a detailed explanation of the methods used. From the review, it is evident that SME knowledge research concentrates primarily on the acquisition and use of knowledge, treating it as an asset that is transferred by routines. The findings suggest that research is focused in three main areas. First, on the influence and abilities of the entrepreneur to extract, use and develop knowledge resources. Secondly, on firm-wide systems and the social capital that facilitates knowledge exploration and exploitation. Thirdly, on the provision of knowledge and learning experiences through government policy. From a practical perspective, the review concludes that policies encouraging entrepreneurship and economic regeneration need to be more flexible and sensitive to the often complex contexts within which knowledge is used by SMEs. From a research perspective, and given the flexible, opportunity-oriented and often novel nature of SMEs identified in these studies, there is a need to consider the relational and embedded qualities of knowledge by which these characteristics are framed; qualities that resist conceptualization as some form of separable, material asset. [source] An Opportunity for Me?JOURNAL OF MANAGEMENT STUDIES, Issue 3 2009The Role of Resources in Opportunity Evaluation Decisions abstract We apply the prescriptions of the resource-based perspective to develop a model of entrepreneurial opportunity evaluation. We propose that opportunity evaluation decision policies are constructed as future-oriented, cognitive representations of ,what will be', assuming one were to exploit the opportunity under evaluation. These cognitive representations incorporate both (1) an evaluation of the existing resource endowments (already under the control of the venture), which may be employed to exploit the opportunity under evaluation, and at the same time (2) an assessment of the future, wealth generating resources that must be marshalled (and subsequently under the control of the venture) in order to exploit the opportunity under evaluation. We empirically test this model using conjoint analysis and hierarchical linear modelling techniques to decompose more than 2300 opportunity evaluation decisions nested in a sample of 73 entrepreneurs. Our findings suggest that entrepreneurs are attracted to opportunities that are complementary to their existing knowledge resources; however, we also identify a set of opportunity-specific and firm-specific conditions that encourage entrepreneurs to pursue the acquisition and control of resources that are inconsistent with the existing, knowledge-based resources of the venture. We identify these conditions and discuss implications for theory, practice, and future research. [source] A Multi-Theoretical Model of Knowledge Transfer in Organizations: Determinants of Knowledge Contribution and Knowledge Reuse*JOURNAL OF MANAGEMENT STUDIES, Issue 2 2006Sharon Watson abstract Knowledge has become one of the most important sources of competitive advantage for firms in many industries, particularly those in which firms provide knowledge services to their clients. Many knowledge intensive firms have spent enormous amounts of time and money trying to find ways to better manage their knowledge resources. Effective leveraging of knowledge resources through the transfer and reuse of existing knowledge is an important aspect of most knowledge management systems. In this study we argue that the effectiveness of intrafirm knowledge transfer based on the reuse of existing knowledge depends on two key factors: (1) the willingness of individuals to contribute their knowledge to the system; and (2) the rate at which individuals access and reuse knowledge within the system. Here we use social exchange theory to develop a model of the factors that will impact the frequency with which individuals contribute their knowledge to the system. Additionally, we use expectancy theory to develop a model of the factors that lead to knowledge reuse. Results of hypothesis tests using data collected from a multinational services firm support our multi-theoretical model, and suggest ways in which the model might be refined. We discuss the implications of these findings for further theory building and for managers engaged in the development and improvement of knowledge management systems. [source] Entrepreneurial Access and Absorption of Knowledge Spillovers: Strategic Board and Managerial Composition for Competitive AdvantageJOURNAL OF SMALL BUSINESS MANAGEMENT, Issue 2 2006David B. Audretsch The resource theory of the firm implies that knowledge is a key resource bestowing a competitive advantage for entrepreneurial firms. However, it remains rather unclear up to now how new ventures and small businesses can access knowledge resources. The purpose of this study was to suggest two strategies, in particular, that facilitate entrepreneurial access to and absorption of external knowledge spillovers: the attraction of managers and directors with an academic background. Based on data on board composition of 295 high-technology firms, the results clearly demonstrate the strong link between geographical proximity to research-intense universities and board composition. [source] Valuing of firms' prior knowledge: a measure of knowledge distanceKNOWLEDGE AND PROCESS MANAGEMENT: THE JOURNAL OF CORPORATE TRANSFORMATION, Issue 2 2003Shantha Liyanage Knowledge, especially scientific and technological knowledge, grows according to knowledge trajectories and guideposts that make up the prior knowledge of an organization. We argue that these knowledge structures and their specific components lead to successful innovation. A firm's prior knowledge facilitates the absorption of new knowledge, thereby renewing a firm's systematic search, transfer and acquisition of knowledge and capabilities. In particular, the exponential growth in biotechnology is characterized by the convergence of disparate scientific and technological knowledge resources. This paper examines the shift from protein-based to DNA-based diagnostic technologies as an example, to quantify the value of a firm's prior knowledge using relative values of knowledge distance. The distance between core prior knowledge and the rate of transition from one knowledge system to another has been identified as a proxy for the value a firm's prior knowledge. The overall ,difficulty of transition' from one technology paradigm to another is discussed. We argue this transition is possible when the knowledge distance is minimal and the transition process has a correspondingly high value of absorptive capacities. Our findings show knowledge distance is a determinant of the feasibility, continuity and capture of scientific and technological knowledge. Copyright © 2003 John Wiley & Sons, Ltd. [source] Modeling the knowledge perspective of IT projectsPROJECT MANAGEMENT JOURNAL, Issue S1 2008Blaize Horner Reich Abstract Information technology (IT) projects are often viewed as arenas in which action is paramount, and tasks, budgets, people, and schedules need to be managed and controlled to achieve expected results. This perspective is useful because it encourages the project manager to scope work, manage time and budget, and monitor progress. Another perspective views a project as a place where learning and knowledge is paramount. In this view, projects are seen as a conduit for knowledge, which enters through people, methodologies, and prior learning. During the project, knowledge must be transferred, integrated, created, and exploited to create new organizational value. Knowledge is created, and knowledge can be lost. Within an IT project, this focus on knowledge yields new insights, because IT projects are primarily knowledge work. From this perspective, the project manager's primary task is to combine multiple sources of knowledge about technologies and business processes to create organizational value. These and other views of the IT project are complementary. However, this article focuses only on the knowledge perspective, leaving aside other views. This article is designed to bring together the empirical literature, which has investigated the impact of knowledge perspectives on IT project performance, and to suggest a temporal model of this perspective. In the first part of this article, we consider the knowledge-based view of an IT project and suggest definitions and a typology of knowledge. Then the knowledge risks model (Reich, 2007) is used as a framework within which to collect and examine the empirical data that support the knowledge-based view of an IT project. In the third part of this article, the problem of modeling knowledge and learning within IT projects is addressed. The study begins with the Temporal Model of IT Project Performance (Gemino, Reich, & Sauer, 2008) and discusses evidence that its knowledge-based constructs and subconstructs are influential with respect to project performance. The article ends by proposing a temporal model of the knowledge perspective of an IT project. There are five constructs in this model: knowledge resources, knowledge creation, knowledge loss, project performance, and learning. The content of these constructs and their expected interaction is discussed. Although this stream of work is at its early stages, hopefully it will convince researchers that further investigation into knowledge and learning within projects is warranted because it has the potential to impact both the theory and performance of IT projects. [source] Situated Knowledge and Learning in Dispersed TeamsBRITISH JOURNAL OF MANAGEMENT, Issue S2 2002Deborah Sole This qualitative field study explores how geographically dispersed teams learn and accomplish challenging work by drawing on knowledge situated in the multiple physical locales they span. We propose the construct of situated knowledge as important for understanding the learning process in dispersed teams. Data collected on seven development projects, each spanning multiple sites, reveal that situated knowledge is at the same time a valuable resource and a source of communication difficulty for dispersed teams. We find that, because their members understand and participate in locale,specific practices, dispersed teams can easily access and use unique locale,specific knowledge resources to resolve problems that arise in those same locales. However, when dispersed teams need knowledge situated at a site other than where the problem occurred, they must first recognize and adjust for locale,specific practices within which that knowledge is embedded before they can use it. The paper reports on analyses of 44 learning episodes that involved identifying and engaging situated knowledge, and draws from these data to identify implications for research and practice. [source] | ||||||||||