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Reflective thinking, ambiguity tolerance, and knowledge sharing: application of the motivation-opportunity-ability framework

Megan Lee Endres (Department of Management, Eastern Michigan University College of Business, Ypsilanti, Michigan, USA)
Sanjib K. Chowdhury (Department of Management, Eastern Michigan University College of Business, Ypsilanti, Michigan, USA)

Journal of Workplace Learning

ISSN: 1366-5626

Article publication date: 13 July 2022

Issue publication date: 12 October 2022

519

Abstract

Purpose

The purpose of this study is to apply the motivation–opportunity–ability (MOA) framework to investigate the relationships between ambiguity tolerance (AT), reflective thinking (RT) and performance in a complex task to predict knowledge-sharing intent.

Design/methodology/approach

In this study, 190 subjects performed a complex scheduling task in which they were randomly assigned to either participate in RT or not.

Findings

Results show that factors of the MOA framework positively predicted knowledge-sharing intent. In addition, RT significantly increased intention to share for individuals with low performance or with low AT.

Research limitations/implications

More research is needed to determine relationships between complex task performance and knowledge sharing, and the role of learning strategies, particularly self-directed ones such as RT. Future studies may use a larger sample size for more complex analysis.

Practical implications

RT may be used to create a sustainable and low-cost method of increasing knowledge sharing in complex tasks, without which those with low AT or low performance may not have participated.

Originality/value

The study supports the importance of contextual influences and points to how organizations can use RT in addition to individual motivation and ability to encourage knowledge sharing.

Keywords

Citation

Endres, M.L. and Chowdhury, S.K. (2022), "Reflective thinking, ambiguity tolerance, and knowledge sharing: application of the motivation-opportunity-ability framework", Journal of Workplace Learning, Vol. 34 No. 8, pp. 707-724. https://doi.org/10.1108/JWL-01-2022-0004

Publisher

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Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

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