Unlocking Knowledge Transfer Potential: Knowledge Demonstrability and Superordinate Social Identity

• 成果类型: Article
• 署名作者: Kane, Aimee A.
• 署名单位: New York University
• 刊物名称: ORGANIZATION SCIENCE
• ISSN/ISSBN: 1047-7039
• DOI: 10.1287/orsc.1090.0469
• 发表日期: 2010
• 页码: 643-660
• 关键词: superordinate social identity; knowledge demonstrability; Knowledge transfer; group learning; Organizational learning; KNOWLEDGE MANAGEMENT; groups; MEMBERSHIP CHANGE; turnover; MINDFULNESS; routines

摘要

This study presents a conceptual model of when and how knowledge demonstrability and superordinate social identity impact the likelihood that organizations capitalize on their knowledge resources. To test the model, an experimental methodology was used in which a member transfers from one group to another, transmitting knowledge in the form of a production routine. As predicted, work groups unlocked the knowledge transfer potential arising from personnel movement more often when they shared a superordinate identity than when they did not share such an identity, and this identity effect was moderated by knowledge demonstrability. When knowledge was less demonstrable with concealed merits, it was more likely to transfer between groups that shared a superordinate identity, compared to groups that did not share such an identity. By contrast, when knowledge was more demonstrable with apparent merits, it was as likely to transfer between groups that shared a superordinate identity compared to groups that did not share such an identity. As predicted, superordinate identity induced knowledge consideration, the focusing of group attention on determining the value of another's knowledge. Mediated moderation analyses revealed that this process underlies knowledge transfer. Superordinate social identity induced thorough knowledge consideration, which was more important for recognizing the value of knowledge when its merits were concealed rather than apparent. Because the merits of many organizational routines and practices are concealed and superordinate identity appears to be a key to unlocking the knowledge transfer potential of less demonstrable knowledge, this study has important implications for managing knowledge resources.