Employee knowledge-sharing behaviour is an important building block of effective knowledge flow in all organisations. Employees share their knowledge in response to a specific demand for knowledge (reactive knowledge-sharing behaviour) or entirely voluntarily, on their own initiative (proactive knowledge-sharing behaviour). Those two types of knowledge sharing although were recognised but are under-researched. The study aims to shed some light on the specificity of reactive and proactive knowledge-sharing behaviours in the knowledge exploitation context, looking at manufacturing-based entities and groups of knowledge-workers and blue-collar workers. Using survey-based data on a group of 799 employees, the study answers the questions regarding the dominance of reactive or proactive knowledge-sharing behaviours in manufacturing-based organisations and the influence of work specificity and individual knowledge on those behaviours. Based on ANOVA and t-test analyses, the main findings showed that regardless of the type of work performed, employees in manufacturing subsidiaries were more likely to share their knowledge with others when they were explicitly asked for it. This suggests that managers should create opportunities and incentives aimed not only at enhancing knowledge-sharing but also knowledge-seeking.The results also showed that work-related characteristics influence knowledge sharing. The type of work was related to reactive knowledge sharing of blue-collar workers, while the perceived need for creativity at work, and coordinating work of others were related to proactive knowledge-sharing of knowledge-workers. Also, the individual knowledge of the blue-collar employees was significant for both knowledge-sharing behaviours and the relationship had an inverted U shape.
{"title":"Knowledge sharing in manufacturing subsidiaries: proactive and reactive perspective in knowledge exploitation context","authors":"A. Rudawska","doi":"10.34190/eckm.24.2.1381","DOIUrl":"https://doi.org/10.34190/eckm.24.2.1381","url":null,"abstract":"Employee knowledge-sharing behaviour is an important building block of effective knowledge flow in all organisations. Employees share their knowledge in response to a specific demand for knowledge (reactive knowledge-sharing behaviour) or entirely voluntarily, on their own initiative (proactive knowledge-sharing behaviour). Those two types of knowledge sharing although were recognised but are under-researched. The study aims to shed some light on the specificity of reactive and proactive knowledge-sharing behaviours in the knowledge exploitation context, looking at manufacturing-based entities and groups of knowledge-workers and blue-collar workers. Using survey-based data on a group of 799 employees, the study answers the questions regarding the dominance of reactive or proactive knowledge-sharing behaviours in manufacturing-based organisations and the influence of work specificity and individual knowledge on those behaviours. Based on ANOVA and t-test analyses, the main findings showed that regardless of the type of work performed, employees in manufacturing subsidiaries were more likely to share their knowledge with others when they were explicitly asked for it. This suggests that managers should create opportunities and incentives aimed not only at enhancing knowledge-sharing but also knowledge-seeking.The results also showed that work-related characteristics influence knowledge sharing. The type of work was related to reactive knowledge sharing of blue-collar workers, while the perceived need for creativity at work, and coordinating work of others were related to proactive knowledge-sharing of knowledge-workers. Also, the individual knowledge of the blue-collar employees was significant for both knowledge-sharing behaviours and the relationship had an inverted U shape.","PeriodicalId":107011,"journal":{"name":"European Conference on Knowledge Management","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123535541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study presents the preliminary results of a European project (EURECA) being carried out in Italy and Portugal. One of its aims is to understand the role of remote work arising from the recent pandemic. The question that drove this research was: What is the role of remote work resulting from the emergent changes of the 2019 pandemic scenario in Portuguese and Italian organisations?. Case studies were used as the methodological approach, and the qualitative and inductive work directed the research, guided by the assumptions of practice-based theory. Thus, interviews were conducted with human resource managers and/or directors of companies/public institutions. So far, the sample comprises 16 organisations. The results show that before the crisis, which lasted about two years, most organisations did not engage in remote work. Afterwards, human resources practices had to adapt to this new reality, and hybrid work (a combination of remote and face-to-face work) is currently present in most of the organisations studied. New challenges are also appearing in this area, including new information systems, career management, and training and performance evaluation, among others. Hence, this new model of work design also brings new challenges to organisations and management. The implications pressing issue are several: practical (for management and organisations); theoretical (new inputs on HR practices, remote working and change management); and methodological (reinforcing the importance of case studies and practice-based theory in a comparative analysis of the Portuguese and Italian contexts). Avenues for further research are also proposed.
{"title":"Remote work and human resources challenges from the Covid-19 pandemic scenario: The cases of Italy and Portugal","authors":"Piteira Margarida, Sara Cervai, Rosana Duarte, Kiall Hildred, Joana Carneiro Pinto","doi":"10.34190/eckm.24.2.1396","DOIUrl":"https://doi.org/10.34190/eckm.24.2.1396","url":null,"abstract":"This study presents the preliminary results of a European project (EURECA) being carried out in Italy and Portugal. One of its aims is to understand the role of remote work arising from the recent pandemic. The question that drove this research was: What is the role of remote work resulting from the emergent changes of the 2019 pandemic scenario in Portuguese and Italian organisations?. Case studies were used as the methodological approach, and the qualitative and inductive work directed the research, guided by the assumptions of practice-based theory. Thus, interviews were conducted with human resource managers and/or directors of companies/public institutions. So far, the sample comprises 16 organisations. The results show that before the crisis, which lasted about two years, most organisations did not engage in remote work. Afterwards, human resources practices had to adapt to this new reality, and hybrid work (a combination of remote and face-to-face work) is currently present in most of the organisations studied. New challenges are also appearing in this area, including new information systems, career management, and training and performance evaluation, among others. Hence, this new model of work design also brings new challenges to organisations and management. The implications pressing issue are several: practical (for management and organisations); theoretical (new inputs on HR practices, remote working and change management); and methodological (reinforcing the importance of case studies and practice-based theory in a comparative analysis of the Portuguese and Italian contexts). Avenues for further research are also proposed.","PeriodicalId":107011,"journal":{"name":"European Conference on Knowledge Management","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128920757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education for social work requires students to perform many tasks, ensuring interdisciplinary preparation for this profession. The usefulness of social design and its didactic value should be seen in this context. Didactic projects, thanks to multi-tasking, stimulate students' activity, teach responsibility, moreover, they enable combining knowledge with action, and develop reflectiveness. The implementation of social projects requires cooperation of students in project teams. However, the efficiency of team cooperation is determined by the proper configuration of the individual characteristics of team members, in accordance with the assumptions of M. Mazur's (1999) psychocybernetic theory of character. In terms of this theory, a man with a specific dynamism of character has a better chance of effective cooperation when he cooperates with people of the same dynamism. These chances are greater because allied people have a greater sum of their powers (synergy effect), it is easier for them to take challenges together. The aim of that paper is to present the results of the conducted diagnostic research - questionnaire research, in the field of the character of students in psychocybernetic terms. In total, 19 students, who were registered for the implementation of didactic social projects, took part in the study. Based on the estimations of character parameters, the most favorable configuration of members of 3-person project teams was indicated. This procedure is part of the knowledge management process - as improving the education process in the field of dynamic, time-limited, temporary and team-implemented didactic projects, where the problem is sharing knowledge in order to achieve team effects (through a group), resulting in low effectiveness undertaken projects, low quality of results, etc. Research objective: researching the usefulness of knowledge in the field of individual, autonomous character traits of students for designing effective teams implementing didactic social projects.
{"title":"Knowledge management based on the dynamism of the character of students, who are members of teams implementing social projects","authors":"Izabela Ziębacz","doi":"10.34190/eckm.24.2.1470","DOIUrl":"https://doi.org/10.34190/eckm.24.2.1470","url":null,"abstract":"Education for social work requires students to perform many tasks, ensuring interdisciplinary preparation for this profession. The usefulness of social design and its didactic value should be seen in this context. Didactic projects, thanks to multi-tasking, stimulate students' activity, teach responsibility, moreover, they enable combining knowledge with action, and develop reflectiveness. The implementation of social projects requires cooperation of students in project teams. However, the efficiency of team cooperation is determined by the proper configuration of the individual characteristics of team members, in accordance with the assumptions of M. Mazur's (1999) psychocybernetic theory of character. In terms of this theory, a man with a specific dynamism of character has a better chance of effective cooperation when he cooperates with people of the same dynamism. These chances are greater because allied people have a greater sum of their powers (synergy effect), it is easier for them to take challenges together. The aim of that paper is to present the results of the conducted diagnostic research - questionnaire research, in the field of the character of students in psychocybernetic terms. In total, 19 students, who were registered for the implementation of didactic social projects, took part in the study. Based on the estimations of character parameters, the most favorable configuration of members of 3-person project teams was indicated. This procedure is part of the knowledge management process - as improving the education process in the field of dynamic, time-limited, temporary and team-implemented didactic projects, where the problem is sharing knowledge in order to achieve team effects (through a group), resulting in low effectiveness undertaken projects, low quality of results, etc. Research objective: researching the usefulness of knowledge in the field of individual, autonomous character traits of students for designing effective teams implementing didactic social projects. \u0000 ","PeriodicalId":107011,"journal":{"name":"European Conference on Knowledge Management","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125343920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Whereas some organizations struggled and had to let staff due to the COVID-19 pandemic, others had to expand to keep their business running. In this case, new employees had to be onboarded remotely due to the governmental restrictions regarding physical appearance in the workplace. The newcomers needed interactions to learn about organizational rules and regulations (compliance) and develop personal mastery (Clarification). To adopt and internalize the organizational norms and values (culture) and to become part of the work community (connection) interactions with leaders and co-workers are important. In this paper, we focus on the onboarding process of newcomers during the COVID-19-pandemic and what we can learn from this after the COVID-19 pandemic. By building on Bauer’s 6C framework for onboarding (compliance, clarification, culture, connection, confidence and checkback), we analyse the data from two countries: the Netherlands and Norway. Two main themes are elaborated from the study: uncertainty regarding the work to be done and sensemaking of the introductory courses and follow-ups. We discuss possible implications for a post-Covid onboarding processes. Our findings show that the newcomers experience uncertainty with little or no personal contact. At the same time, they claim that the e-learning is supporting their learning process and their introduction to the organization. The perception of information varies and some of the newcomers’ experience solitude and the responsibility of actively seeking information is placed with them, whilst others perceive the team designated for their onboarding sufficient to becoming a full member of the organization.
{"title":"Onboarding and Knowledge Sharing: Cases From the Netherlands and Norway","authors":"H. Haave, T. Vold","doi":"10.34190/eckm.24.2.1847","DOIUrl":"https://doi.org/10.34190/eckm.24.2.1847","url":null,"abstract":"Whereas some organizations struggled and had to let staff due to the COVID-19 pandemic, others had to expand to keep their business running. In this case, new employees had to be onboarded remotely due to the governmental restrictions regarding physical appearance in the workplace. The newcomers needed interactions to learn about organizational rules and regulations (compliance) and develop personal mastery (Clarification). To adopt and internalize the organizational norms and values (culture) and to become part of the work community (connection) interactions with leaders and co-workers are important. In this paper, we focus on the onboarding process of newcomers during the COVID-19-pandemic and what we can learn from this after the COVID-19 pandemic. By building on Bauer’s 6C framework for onboarding (compliance, clarification, culture, connection, confidence and checkback), we analyse the data from two countries: the Netherlands and Norway. Two main themes are elaborated from the study: uncertainty regarding the work to be done and sensemaking of the introductory courses and follow-ups. We discuss possible implications for a post-Covid onboarding processes. Our findings show that the newcomers experience uncertainty with little or no personal contact. At the same time, they claim that the e-learning is supporting their learning process and their introduction to the organization. The perception of information varies and some of the newcomers’ experience solitude and the responsibility of actively seeking information is placed with them, whilst others perceive the team designated for their onboarding sufficient to becoming a full member of the organization.","PeriodicalId":107011,"journal":{"name":"European Conference on Knowledge Management","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124675415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Industry 4.0 is the fourth and most current industrial revolution, which refers to the integration of the digital and physical worlds in a manufacturing context. It is the current trend in organizational automation and data interchange. It denotes intelligent manufacturing processes that combine cyber and physical systems via a collection of technologies such as the Internet of Things, big data, and cloud computing. The transition to Industry 4.0 is predicted to result in significant structural changes, productivity increases, and increased competitiveness in the global manufacturing industry. The use of such technology enables businesses to identify solutions capable of transforming rising complexity into possibilities for assuring long-term competitiveness and profitable growth. Organizations must self-assess their Industry 4.0 readiness in order to survive and prosper in the Fourth Industrial Revolution. Digital readiness enables the workforce to be able to use digital tools consciously, productively for a given purpose, and to adapt quickly to the ever-changing work environment. Following that, the conception or construction of an Industry 4.0-ready model with the basic model parameters is required. The business environment is changing as a result of digitalization, and companies are facing new hurdles in order to advance. The first step in supporting companies is checking their digital readiness and capabilities, as well as setting clear progress goals. The purpose of this paper is to identify the primary aspects for measuring companies' preparation for Industry 4.0, the relationships between these readiness criteria, and how future Ph.D. research should proceed based on the findings. This paper focuses on the literature analysis identifying the reasons, challenges, barriers, and facilitators of digitalization. The research applies triangulation, by combining qualitative and quantitative methodology. The qualitative approach will be applied initially by conducting open interviews, and then, for the quantitative part, with a questionnaire aimed at Tunisian companies and their workforces.
{"title":"Examining Digital Readiness in the Era Of Industry 4.0 in Tunisia","authors":"Chaima Hmida, Nóra Obermayer","doi":"10.34190/eckm.24.2.1474","DOIUrl":"https://doi.org/10.34190/eckm.24.2.1474","url":null,"abstract":"Industry 4.0 is the fourth and most current industrial revolution, which refers to the integration of the digital and physical worlds in a manufacturing context. It is the current trend in organizational automation and data interchange. It denotes intelligent manufacturing processes that combine cyber and physical systems via a collection of technologies such as the Internet of Things, big data, and cloud computing. The transition to Industry 4.0 is predicted to result in significant structural changes, productivity increases, and increased competitiveness in the global manufacturing industry. The use of such technology enables businesses to identify solutions capable of transforming rising complexity into possibilities for assuring long-term competitiveness and profitable growth. Organizations must self-assess their Industry 4.0 readiness in order to survive and prosper in the Fourth Industrial Revolution. Digital readiness enables the workforce to be able to use digital tools consciously, productively for a given purpose, and to adapt quickly to the ever-changing work environment. Following that, the conception or construction of an Industry 4.0-ready model with the basic model parameters is required. The business environment is changing as a result of digitalization, and companies are facing new hurdles in order to advance. The first step in supporting companies is checking their digital readiness and capabilities, as well as setting clear progress goals. The purpose of this paper is to identify the primary aspects for measuring companies' preparation for Industry 4.0, the relationships between these readiness criteria, and how future Ph.D. research should proceed based on the findings. This paper focuses on the literature analysis identifying the reasons, challenges, barriers, and facilitators of digitalization. The research applies triangulation, by combining qualitative and quantitative methodology. The qualitative approach will be applied initially by conducting open interviews, and then, for the quantitative part, with a questionnaire aimed at Tunisian companies and their workforces.","PeriodicalId":107011,"journal":{"name":"European Conference on Knowledge Management","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124700110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anne Pedersen, Christine Ipsen, Kathrin Kirchner, Kasper Edwards
Virtual collaboration has become an integrated part of knowledge-intensive work, especially after the pandemic. Researchers claim that working partly in the physical workplace and partly working virtually will persist in the future among knowledge workers. As knowledge sharing is a challenge when working across distances, it highlights the need for knowledge-intensive organizations to develop capabilities for knowledge management (KM). Capabilities will be investigated as organizational factors that create, extend, or modify behavior, aiming for effective KM across distances. This systematic literature review explores how knowledge creation, retention, and transfer are managed in virtual collaboration and the required capabilities for this process. Based on 33 articles, the study found that organizational structures facilitating frequent interactions and transactive memory, supported by technology, enable capabilities for KM. Hence, retention and transfer of tacit knowledge are challenged and might be a hindering factor .
{"title":"Capabilities for knowledge management in virtual collaboration: A systematic review","authors":"Anne Pedersen, Christine Ipsen, Kathrin Kirchner, Kasper Edwards","doi":"10.34190/eckm.24.2.1360","DOIUrl":"https://doi.org/10.34190/eckm.24.2.1360","url":null,"abstract":"Virtual collaboration has become an integrated part of knowledge-intensive work, especially after the pandemic. Researchers claim that working partly in the physical workplace and partly working virtually will persist in the future among knowledge workers. As knowledge sharing is a challenge when working across distances, it highlights the need for knowledge-intensive organizations to develop capabilities for knowledge management (KM). Capabilities will be investigated as organizational factors that create, extend, or modify behavior, aiming for effective KM across distances. This systematic literature review explores how knowledge creation, retention, and transfer are managed in virtual collaboration and the required capabilities for this process. Based on 33 articles, the study found that organizational structures facilitating frequent interactions and transactive memory, supported by technology, enable capabilities for KM. Hence, retention and transfer of tacit knowledge are challenged and might be a hindering factor \u0000.","PeriodicalId":107011,"journal":{"name":"European Conference on Knowledge Management","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116708044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Curado, Mírian Oliveira, Paulo Lopes Henriques, Anna Dolot
Knowledge sharing (KS) among individuals working together is complex and has an effect on their satisfaction. We adopt the self-determination theory and the theory of reasoned action to examine the relationship between millennials’ characteristics, KS and the resulting satisfaction. Using a mixed-method approach we address the antecedents of satisfaction in KS for 213 millennials attending Master programs in management at Polish and Portuguese business schools. The quantitative results show that knowledge characteristics influence KS as well as the fear of losing power due to KS. Knowledge complementarity and knowledge complexity positively contribute to KS. Knowledge complexity increases the fear of losing power due to KS, while knowledge complementarity decreases it, probably because individuals recognize complex knowledge as a more valuable one. The qualitative findings corroborate the quantitative results. Knowledge complementarity’s presence alone leads to KS, while its absence and knowledge complexity’s existence generate the fear of losing power. KS behavior and not being afraid of losing power due to KS lead to satisfaction from KS. The integration of both outputs is robust since quantitative results and qualitative findings converge: a) KS results from knowledge complementarity: knowledge complementarity relates positively to KS, which is consistent with a high level of knowledge complementarity providing a sufficient condition for a high level of KS; b) The fear of losing power results from the absence of knowledge complementarity and the existence of knowledge complexity, which is consistent with knowledge complementarity relating negatively to the fear of losing power and knowledge complexity relating positively to the fear of losing power; c) Satisfaction occurs when KS exists and the fear of losing power is absent, which is in line with KS relating positively to satisfaction and the fear of losing power due to KS relating negatively to satisfaction. Furthermore, the results show that millennial students’ satisfaction from KS is really a behavioral question and not a cultural one since there is no evidence of significant differences between the two subsamples. Millennials behave uniformly on Europe’s western and eastern ends.
{"title":"East vs West: Satisfaction With Knowledge Sharing Among Millennials","authors":"C. Curado, Mírian Oliveira, Paulo Lopes Henriques, Anna Dolot","doi":"10.34190/eckm.24.1.1209","DOIUrl":"https://doi.org/10.34190/eckm.24.1.1209","url":null,"abstract":"Knowledge sharing (KS) among individuals working together is complex and has an effect on their satisfaction. We adopt the self-determination theory and the theory of reasoned action to examine the relationship between millennials’ characteristics, KS and the resulting satisfaction. Using a mixed-method approach we address the antecedents of satisfaction in KS for 213 millennials attending Master programs in management at Polish and Portuguese business schools. The quantitative results show that knowledge characteristics influence KS as well as the fear of losing power due to KS. Knowledge complementarity and knowledge complexity positively contribute to KS. Knowledge complexity increases the fear of losing power due to KS, while knowledge complementarity decreases it, probably because individuals recognize complex knowledge as a more valuable one. The qualitative findings corroborate the quantitative results. Knowledge complementarity’s presence alone leads to KS, while its absence and knowledge complexity’s existence generate the fear of losing power. KS behavior and not being afraid of losing power due to KS lead to satisfaction from KS. The integration of both outputs is robust since quantitative results and qualitative findings converge: a) KS results from knowledge complementarity: knowledge complementarity relates positively to KS, which is consistent with a high level of knowledge complementarity providing a sufficient condition for a high level of KS; b) The fear of losing power results from the absence of knowledge complementarity and the existence of knowledge complexity, which is consistent with knowledge complementarity relating negatively to the fear of losing power and knowledge complexity relating positively to the fear of losing power; c) Satisfaction occurs when KS exists and the fear of losing power is absent, which is in line with KS relating positively to satisfaction and the fear of losing power due to KS relating negatively to satisfaction. Furthermore, the results show that millennial students’ satisfaction from KS is really a behavioral question and not a cultural one since there is no evidence of significant differences between the two subsamples. Millennials behave uniformly on Europe’s western and eastern ends.","PeriodicalId":107011,"journal":{"name":"European Conference on Knowledge Management","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121221412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An opportunity is a relationship between a company's objectives, the resources at its disposal, and the situation in the environment, such that it favours the achievement of the objectives with the available resources. Opportunities arise in a changing environment. The dynamics of change causes the life cycle of an opportunity to shorten and companies that discover the opportunity and can exploit it gain a competitive advantage. Opportunity discovery means that opportunities exist but the company does not know about them. Opportunity discovery is the subject of several scientific disciplines. They are dealt with by strategic management using the methods of strategic analysis. They are also of interest to agility theory, which focuses on reacting quickly to market opportunities. In addition, entrepreneurship theory deals with them, which addresses the issue of cognitive traits in their discovery. New possibilities in discovering opportunities are created by artificial intelligence. The article aims to present the opportunity discovery model understood as the relationship between three vectors: the company's goals, its resources, and the external environment in which it operates. The discovery of the opportunity consists in finding such a value of the environment vector at which the desired value of the vector of goals is achieved at a given value of the resource vector. The article answers the question of how the knowledge necessary to find such a relationship between these vectors must be structured so that this relationship reflects the opportunity. It was hypothesized that this structure can be modelled using a network of cause-and-effect relationships leading to the determination of the relationship between demand and supply. This hypothesis was verified using artificial intelligence with the Monte Carlo algorithm, Markov chain, and the Metropolis-Hastings algorithm. The results obtained confirmed the validity of the model structuring the knowledge. The article presents the result of a pilot study. The results concerning knowledge structuring are useful for opportunity discovery both in the case of traditional approaches i.e. using the achievements of strategic management theory, corporate agility and entrepreneurship theory, and in the case of using artificial intelligence. In the first case, the target audience for these results is business executives while in the second case, the research community working on this problem and IT companies.
{"title":"Knowledge in the discovery of market opportunities","authors":"Stefan Trzcielinski, Grzegorz Pawlowski","doi":"10.34190/eckm.24.2.1693","DOIUrl":"https://doi.org/10.34190/eckm.24.2.1693","url":null,"abstract":"An opportunity is a relationship between a company's objectives, the resources at its disposal, and the situation in the environment, such that it favours the achievement of the objectives with the available resources. Opportunities arise in a changing environment. The dynamics of change causes the life cycle of an opportunity to shorten and companies that discover the opportunity and can exploit it gain a competitive advantage. Opportunity discovery means that opportunities exist but the company does not know about them. Opportunity discovery is the subject of several scientific disciplines. They are dealt with by strategic management using the methods of strategic analysis. They are also of interest to agility theory, which focuses on reacting quickly to market opportunities. In addition, entrepreneurship theory deals with them, which addresses the issue of cognitive traits in their discovery. New possibilities in discovering opportunities are created by artificial intelligence. The article aims to present the opportunity discovery model understood as the relationship between three vectors: the company's goals, its resources, and the external environment in which it operates. The discovery of the opportunity consists in finding such a value of the environment vector at which the desired value of the vector of goals is achieved at a given value of the resource vector. The article answers the question of how the knowledge necessary to find such a relationship between these vectors must be structured so that this relationship reflects the opportunity. It was hypothesized that this structure can be modelled using a network of cause-and-effect relationships leading to the determination of the relationship between demand and supply. This hypothesis was verified using artificial intelligence with the Monte Carlo algorithm, Markov chain, and the Metropolis-Hastings algorithm. The results obtained confirmed the validity of the model structuring the knowledge. The article presents the result of a pilot study. The results concerning knowledge structuring are useful for opportunity discovery both in the case of traditional approaches i.e. using the achievements of strategic management theory, corporate agility and entrepreneurship theory, and in the case of using artificial intelligence. In the first case, the target audience for these results is business executives while in the second case, the research community working on this problem and IT companies.","PeriodicalId":107011,"journal":{"name":"European Conference on Knowledge Management","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116532380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Workplace FoMO is defined as the fear of missing important tasks, information, and knowledge. It is driven by the fear of the dread of experiencing the anger or psychological pressure, and indirect expectation of co-workers, managers or other stakeholders at the place of work. The term also refers to the loss of promising opportunities (Fear of Better Options – FoBO) and network possibilities which can lead to another phenomenon Fear of Doing Anything (FoDO) which refers to the state when someone is indecisive. After factorial analyses of the original 5 FoMO types of Alutaybi et al (2020) this study applies the following factors: valuable information gathering, professional networking, individual contribution to work, and social interaction. One of the influencing factors of FOMO is internal motivation which is connected to working style. Considering the internal motivation and attitude to work, based on Kahler’s 5 positive drives (1975) Hay (2009) developed the following working styles: hurry up, be perfect, please people, try hard and be strong. This research presents the relationship between working styles and workplace FoMO based on a questionnaire filled by 201 employees of an international automotive company. Results shows that expect ‘Try hard’, the other 4 working styles indicate correlation with at least one of the factors of working FoMO.
职场FoMO被定义为害怕错过重要的任务、信息和知识。它是由对经历愤怒或心理压力的恐惧以及同事，经理或工作场所其他利益相关者的间接期望所驱动的。这个词也指失去有希望的机会(害怕更好的选择- FoBO)和网络可能性，这可能导致另一种现象，即害怕做任何事情(FoDO)，指的是某人犹豫不决的状态。在对Alutaybi et al(2020)最初的5种FoMO类型进行因子分析后，本研究应用了以下因素:有价值的信息收集、专业网络、个人对工作的贡献和社会互动。FOMO的影响因素之一是与工作方式有关的内在动机。考虑到工作的内在动机和态度，Hay(2009)在Kahler(1975)提出的5种积极驱动(positive drives)的基础上，提出了以下几种工作方式:抓紧时间、追求完美、取悦他人、努力工作、坚强。本研究通过对某国际汽车公司201名员工的问卷调查，揭示了工作方式与职场FoMO之间的关系。结果表明，除了“努力”外，其他4种工作方式至少与工作FoMO的一个因素相关。
{"title":"What Drives People to Share? The Relationship Between Working Style and Workplace FoMO","authors":"Edit Kővári","doi":"10.34190/eckm.24.1.1754","DOIUrl":"https://doi.org/10.34190/eckm.24.1.1754","url":null,"abstract":"Workplace FoMO is defined as the fear of missing important tasks, information, and knowledge. It is driven by the fear of the dread of experiencing the anger or psychological pressure, and indirect expectation of co-workers, managers or other stakeholders at the place of work. The term also refers to the loss of promising opportunities (Fear of Better Options – FoBO) and network possibilities which can lead to another phenomenon Fear of Doing Anything (FoDO) which refers to the state when someone is indecisive. After factorial analyses of the original 5 FoMO types of Alutaybi et al (2020) this study applies the following factors: valuable information gathering, professional networking, individual contribution to work, and social interaction. One of the influencing factors of FOMO is internal motivation which is connected to working style. Considering the internal motivation and attitude to work, based on Kahler’s 5 positive drives (1975) Hay (2009) developed the following working styles: hurry up, be perfect, please people, try hard and be strong. This research presents the relationship between working styles and workplace FoMO based on a questionnaire filled by 201 employees of an international automotive company. Results shows that expect ‘Try hard’, the other 4 working styles indicate correlation with at least one of the factors of working FoMO.","PeriodicalId":107011,"journal":{"name":"European Conference on Knowledge Management","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125999805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract: Innovational leadership is a set of practices and skills that leaders develop to promote innovative behaviors in their workers at the individual and collective levels. This is a novel concept focused on one role of leaders: the facilitation of the generation of new or significantly improved products and services. Previous studies with other styles of leadership have shown that transformational leadership encourages a climate for innovative work behaviors, while transactional leadership influences exploitative innovation activities. Knowledge sharing involves the transfer of experience and expertise to facilitate business development and the accomplishment of organizational objectives. Self-efficacy is an individual´s confidence in their abilities to execute a particular task. It influences learning and performance. This research studied whether innovational leadership influences two types of knowledge sharing: tacit and explicit. At the same time, the role of self-efficacy as a mediator variable was evaluated. The sample consisted of 415 workers from different sectors in Colombia. According to the results, innovational leadership positively influenced tacit and explicit knowledge, although the effect on tacit knowledge was higher. Finally, self-efficacy played a mediator role in the relationship between innovational leadership and knowledge sharing. Additional research is suggested to explore the differences between innovational leadership and other types of leadership in the process of sharing tacit and explicit knowledge. At the same time, complementary investigations about the dynamics of innovational leadership are needed to understand why it affects more tacit knowledge than explicit knowledge.
{"title":"Innovational Leadership and Knowledge Sharing: The Mediator Role of Self-efficacy","authors":"D. I. Castaneda, Camilo Ramirez","doi":"10.34190/eckm.24.1.1433","DOIUrl":"https://doi.org/10.34190/eckm.24.1.1433","url":null,"abstract":"Abstract: Innovational leadership is a set of practices and skills that leaders develop to promote innovative behaviors in their workers at the individual and collective levels. This is a novel concept focused on one role of leaders: the facilitation of the generation of new or significantly improved products and services. Previous studies with other styles of leadership have shown that transformational leadership encourages a climate for innovative work behaviors, while transactional leadership influences exploitative innovation activities. Knowledge sharing involves the transfer of experience and expertise to facilitate business development and the accomplishment of organizational objectives. Self-efficacy is an individual´s confidence in their abilities to execute a particular task. It influences learning and performance. This research studied whether innovational leadership influences two types of knowledge sharing: tacit and explicit. At the same time, the role of self-efficacy as a mediator variable was evaluated. The sample consisted of 415 workers from different sectors in Colombia. According to the results, innovational leadership positively influenced tacit and explicit knowledge, although the effect on tacit knowledge was higher. Finally, self-efficacy played a mediator role in the relationship between innovational leadership and knowledge sharing. Additional research is suggested to explore the differences between innovational leadership and other types of leadership in the process of sharing tacit and explicit knowledge. At the same time, complementary investigations about the dynamics of innovational leadership are needed to understand why it affects more tacit knowledge than explicit knowledge.","PeriodicalId":107011,"journal":{"name":"European Conference on Knowledge Management","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128394445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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