Learning Transfer System Inventory (LTSI) and Knowledge Creation in Organizations

Autor/inn/en	Chatterjee, Aindrila; Pereira, Arun; Sarkar, Bijan
Titel	Learning Transfer System Inventory (LTSI) and Knowledge Creation in Organizations
Quelle	In: Learning Organization, 25 (2018) 5, S.305-319 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-6474
DOI	10.1108/TLO-06-2016-0039
Schlagwörter	Knowledge Management; Transfer of Training; Measures (Individuals); Socialization; Management Systems; Organizational Culture + Suchen Sie Ihr Suchwort? Wissensmanagement; Training; Transfer; Ausbildung; Messdaten; Socialisation; Sozialisation; Unternehmenskultur
Abstract	Purpose: Knowledge creation has received substantial attention by researchers, ever since the Socialization Externalization Combination Internalization (SECI) process was introduced. Learning Transfer System Inventory (LTSI) focuses on learning transfer and has been validated across many countries. The purpose of this paper is to explore the theoretical underpinnings between LTSI and SECI, and LTSI's role in knowledge amplification as part of the organizational knowledge creation spiral. Design/methodology/approach: The literature on organizational learning, SECI and LTSI is studied, as well as a detailed review of the LTSI constructs as it relates to SECI is completed. Findings: Both SECI and LTSI emphasize the substantial interplay between explicit and tacit knowledge as the basis of knowledge interchange. The result of this research is a theoretical framework combining LTSI and SECI that can help understand knowledge transfer in terms of interplay of explicit and tacit knowledge and LTSI's role in knowledge amplification as part of organizational knowledge creation. Practical implications: It is proposed that LTSI can potentially be used to gauge the propensity of an organizational environment to create and transfer knowledge ontologically, as well as adopt knowledge management systems. The LTSI constructs into basic knowledge interactions (various combinations of explicit and tacit knowledge conversions) are categorized thus helping practitioners analyze the basic building blocks of learning transfer and knowledge creation. The theoretical association of the two frameworks paves the way for more empirical validation of the SECI model potentially. Originality/value: This paper is an original attempt to associate SECI with LTSI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01