An Exploratory Study of Communicative Actions and Knowledge Creation in Problem Solving Meetings
Open AccessThe main objective of this study was to understand the discursive process of knowledge creation through a case study design. The scope of this study included (1) analysis of the interactions and knowledge creation constructs within a group during problem-solving meetings in order to understand the role of the conversation-text cycle in a relationship between these two constructs; and (2) examination of speech acts in talk-in-interactions that support knowledge creation process during problem-solving meetings. This study attempted to integrate insights from theories related to collective knowledge creation and organizational communication, and more specifically, demonstrate the applications of James Taylor's Text-Conversation model and David Schwandt's Collective Learning System Model into knowledge creation process. Taylor's text and conversation model, in particular, was abstract and seem to lack empirical justification. If communication was more than just transmitting information, then inquiry into communication dynamics would provide a better understanding of the organization. When organizations have theoretical constructs to help with an understanding what communication does, they can identify, in principle, what enables and impedes the collective knowledge creation process. Most of the existing theories that claim to explain knowledge creation do not explain in sufficient detail how new knowledge is created. The literature review revealed that while much of the literature focuses on knowledge management, there are a very few empirical research studies that attempt to explain how new knowledge is created.. Although some scholars focus solely on social interactions in the creation of organizational knowledge, their view is limited in that they offer an assumption that knowledge creation begins only at the individual level. Furthermore, in the field of organizational learning there are a number of studies that describe where and how knowledge is obtained, interpreted, distributed, and stored within organizations. However, these studies do not specifically describe the process of where and how the new organizational knowledge is actually created. This study concludes that tt is the interaction of individuals that allows knowledge to emerge.
- All rights reserved
Notice to Authors
If you are the author of this work and you have any questions about the information on this page, please use the Contact form to get in touch with us.