Knowledge Transfer Within Organizations: Mechanisms, Motivation, and Consideration.

Knowledge transfer-the extent to which one unit learns from or is affected by the experience of another-has the potential to improve the performance of organizations. Through knowledge transfer, developments made in one unit of an organization can benefit others. Studies have found, however, considerable variation in the extent to which knowledge transfers across organizational units. In some cases, knowledge transfers seamlessly, whereas in others, knowledge transfer is far from complete. This article reviews research with the aim of explaining the variation observed in knowledge transfer. Key factors identified as explaining the variation include knowledge transfer opportunities, knowledge characteristics, mechanisms for knowledge transfer, motivation for transfer, and the depth of consideration of knowledge. These factors are integrated into a theoretical framework that predicts when knowledge transfer will be successful. The article concludes with a discussion of directions for future research to increase our understanding of knowledge transfer in organizations.

Communication networks and team performance: selecting members to network positions.

This study examines how individuals come to occupy communication network positions and the effect of selection processes on group performance. Drawing on the Carnegie perspective and research on communication networks, we compare the performance of groups whose members receive their choice of who occupies which network position to the performance of groups whose members do not receive their choice. We integrate ideas from the Carnegie perspective with the social psychological literature on the recognition of expertise to theorize that when group members choose who occupies which network positions, individuals select themselves and others into network positions that best suit their skillsets. The selection process allows groups to match individual member expertise to network position, thereby improving performance. We test this hypothesis in a laboratory study manipulating how members are assigned to positions in a centralized communication network. We find individuals who communicate more during training are more likely to be chosen as the central member, and that their communication activity explains the effect of choosing the central member on performance. Supplemental analyses suggest that groups allowed to select their central member performed as well as, and often better than, groups whose central member was randomly assigned. Our results contribute to the Carnegie perspective by demonstrating that the intra-team processes that develop a team's network help explain their performance.

Enhancing Implementation of Complex Critical Care Interventions through Interprofessional Education.

Background: Many critical care interventions that require teamwork are adopted slowly and variably despite strong evidence supporting their use. We hypothesize that educational interventions that target the entire interprofessional team (rather than professions in isolation) are one effective way to enhance implementation of complex interventions in the intensive care unit (ICU). Objective: As a first step toward testing this hypothesis, we sought to qualitatively solicit opinions about team dynamics, evidence translation, and interprofessional education as well as current knowledge, attitudes, and practices surrounding the use of one example of a team-based practice in the ICU-preventive postextubation noninvasive ventilation (NIV). Methods: We conducted a qualitative evaluation using semistructured interviews and focus groups with nurses, respiratory therapists, and physicians working in four ICUs in four hospitals within an integrated health system. ICUs were selected based on variation in academic versus community status. We iteratively analyzed transcripts using a thematic content analysis approach. Results: From December 2018 to January 2019, we conducted 32 interviews (34 people) and 3 focus groups (20 people). Participants included 31 nurses, 15 respiratory therapists, and 8 physicians. Participants had favorable views of how their teams work together but discussed ways team dynamics (e.g., leader inclusiveness) impact care coordination. Participants viewed interprofessional education favorably and shared suggestions regarding preferred content and delivery (e.g., include both profession-specific and team-oriented content). Though participants reported frequently using NIV as a treatment, they described rarely using NIV as a preventive strategy, and nurses and respiratory therapists described challenges to use such as perceived patient discomfort. There were ICU-specific differences in management of patients at a high risk for respiratory failure after extubation, with some preferring to delay extubation. Conclusion: Participants reported optimism that interprofessional education can be an acceptable and effective way to improve translation of evidence into practice. Participants also detailed patient-specific and ICU-wide barriers to the implementation of preventive postextubation NIV. This information about teamwork in the ICU, suggestions for interprofessional education, and barriers and facilitators to use of a target evidence-based practice can inform the development of novel educational strategies in ways that increase acceptability, appropriateness, and feasibility of the intervention.