Sharing or ignoring tacit knowledge? A comparison of collective learning routines at two sites
Document Type
Journal article
Source Publication
Journal of General Management
Publication Date
7-1-2017
Volume
42
Issue
4
First Page
57
Last Page
67
Publisher
SAGE Publications Ltd
Keywords
collective learning routines, knowledge sharing, tacit knowledge, task environments
Abstract
Tacit knowledge plays an important role in task performance but is difficult to share. We analysed whether tacit knowledge was being shared through collective learning routines at two sites where employees were undertaking knowledge-intensive work. Employees at the first site were performing procedure-governed tasks, and while their tasks were similar, they were expected to work independently, which restricted access to one another’s tacit knowledge. This restriction was compounded by the management’s policy that collective learning routines should exclusively utilize a technology-based knowledge sharing platform. By contrast, employees at the second site were working interdependently to develop original solutions to common problems and could share tacit knowledge naturally as they engaged in face-to-face collective learning routines. From our analysis of differences between collective learning routines at the two sites, we derive practical implications for facilitating the sharing of tacit knowledge at sites where employees are independently performing similar procedure-driven tasks.
DOI
10.1177/0306307017702997
Print ISSN
03063070
E-ISSN
17596106
Publisher Statement
Copyright © The Author(s) 2017. Access to external full text or publisher's version may require subscription.
Full-text Version
Publisher’s Version
Language
English
Recommended Citation
Abbariki, M., Snell, R. S., & Easterby-Smith, M. (2017). Sharing or ignoring tacit knowledge? A comparison of collective learning routines at two sites. Journal of General Management, 42(4), 57-67. doi: 10.1177/0306307017702997