Understanding and Managing Conversations from a Knowledge Perspective: An Analysis of the Roles and Rules of Face-to-face Conversations in Organizations
Mengis, Jeanne and Eppler, M. J.. (2008) Understanding and Managing Conversations from a Knowledge Perspective: An Analysis of the Roles and Rules of Face-to-face Conversations in Organizations. Organization Studies, Vol.29 (No.10). pp. 1287-1313. ISSN 0170-8406Full text not available from this repository.
Official URL: http://dx.doi.org/10.1177/0170840607086553
This article presents a discussion on the role of face-to-face conversations for social knowledge processes and sense making in organizations. Given the importance attributed to conversations in the literature, but also the many conversational routines that prevent knowledge creation and sharing, the question pursued is how conversations can be managed to foster developments in organizational knowing. We particularly focus on the role of explicit rules as one means to manage conversations from a knowledge perspective and analyse contributions from knowledge management, organizational learning, decision making and change management. In order to refine and systemize the discussion on the multitude of conversation rules, we propose a management framework by drawing on communication theory. Implications for management as well as future directions for research on conversation management conclude the article.
|Item Type:||Journal Article|
|Subjects:||H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management|
|Divisions:||Faculty of Social Sciences > Warwick Business School > Innovation, Knowledge & Organisational Networks Research Unit
Faculty of Social Sciences > Warwick Business School > Information Systems & Management
Faculty of Social Sciences > Warwick Business School
|Journal or Publication Title:||Organization Studies|
|Publisher:||Sage Publications Ltd.|
|Number of Pages:||27|
|Page Range:||pp. 1287-1313|
|Access rights to Published version:||Restricted or Subscription Access|
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