Influencing factors on knowledge sharing in virtual teams

BACKGROUND: The importance of virtual work is growing. Especially in knowledge-intensive, dynamic and international sectors, virtual teams have become an ubiquitous work form, promising more flexibility and higher performance. To solve complex problems they have to share and assimilate knowledge, but it is difficult in virtual contexts to overcome social distance and to avoid communication issues. Knowledge sharing in virtual teams may be more prone to errors and take more time. OBJECTIVE: Current studies mainly consider a one-sided perspective, either focusing on technical or human influencing factors for effective knowledge sharing in virtual teams, but not on the interaction between these. This study addresses that gap by exploring success-critical factors for knowledge sharing by using the socio-technical systems-approach. METHODS: The database of the study consists of 26 in-depth interviews. The interviews were partially structured and based on the Critical Incident Technique. Using a deductive categorization scheme consisting of four main categories and 21 subcategories, the frequencies and overlaps of influencing factors on successful knowledge sharing in virtual teams were examined. RESULTS: Each critical incident reported included factors from all four main categories (technology, structure, people and task) with specific frequencies and connections. Structural influencing factors as well as technological factors are mentioned particularly frequently together. CONCLUSION: The results of the study underline the importance of an integrated socio-technical view on knowledge sharing in virtual teams. Technical and social factors need to be considered simultaneously. The findings can be used for designing and optimizing knowledge sharing processes in virtual teams.

Effects of Schema-Enriched Communication in Teams With Diverse Hearing Status

This study examined the effects of (a) schema-enriched communication and (b) computer-based messaging on the sharing of knowledge and problem solving in teams with deaf or hard of hearing (DHH) and typical hearing (TH) postsecondary students. Four-member teams comprising either all DHH, all TH, or two DHH and two TH postsecondary students solved a complex problem. Measures consisted of (a) shared written information, (b) creation of a matrix with information for solving the problem, (c) recognition of information shared by team members, and (d) quality of the team's problem solution. A total of 126 DHH and 126 TH postsecondary students participated in the study in teams with one of the three combinations of hearing status. Enriched communication increased teams' sharing of written information, creation of a matrix, recognition of information shared by teammates and quality of the problem solution in teams.

How to Develop the Interdisciplinary Innovation Teams Sustainably?—A Simulation Model from a Perspective of Knowledge Fission and Fusion

Knowledge interaction is vital in order that interdisciplinary innovation teams (IITs) develop sustainably. This paper aims to reveal the laws of knowledge interaction in IITs from a perspective of knowledge fission and fusion. Herein, the conceptions of knowledge fission to depict the team member’s divergent thinking and knowledge fusion to depict the team member’s convergent thinking based on the concept of social physics are proposed. Furthermore, the Markov process describing knowledge interaction is built. The paper uses a case study and a simulation analysis to explain the process of knowledge interaction. The results show that knowledge fission and knowledge fusion have different influences on the various stages of knowledge interaction. To conclude, the model built describes the complex phenomenon of the knowledge interaction process. It reveals the transformation rules from knowledge fission to knowledge fusion in the process of knowledge interaction in IITs. This study also provides new insight for IITs to maintain team sustainability.

Technology as Teammate: Examining the Role of External Cognition in Support of Team Cognitive Processes

In this paper we advance team theory by describing how cognition occurs across the distribution of members and the artifacts and technology that support their efforts. We draw from complementary theorizing coming out of cognitive engineering and cognitive science that views forms of cognition as external and extended and integrate this with theorizing on macrocognition in teams. Two frameworks are described that provide the groundwork for advancing theory and aid in the development of more precise measures for understanding team cognition via focus on artifacts and the technologies supporting their development and use. This includes distinctions between teamwork and taskwork and the notion of general and specific competencies from the organizational sciences along with the concepts of offloading and scaffolding from the cognitive sciences. This paper contributes to the team cognition literature along multiple lines. First, it aids theory development by synthesizing a broad set of perspectives on the varied forms of cognition emerging in complex collaborative contexts. Second, it supports research by providing diagnostic guidelines to study how artifacts are related to team cognition. Finally, it supports information systems designers by more precisely describing how to conceptualize team-supporting technology and artifacts. As such, it provides a means to more richly understand process and performance as it occurs within sociotechnical systems. Our overarching objective is to show how team cognition can both be more clearly conceptualized and more precisely measured by integrating theory from cognitive engineering and the cognitive and organizational sciences.