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Jan 5, 2024

Interaction between Project- and Group-Level Knowledge Transfer in Project Team Networks: A Social Influence Analysis

Publication: Journal of Management in Engineering
Volume 40, Issue 2

Abstract

Collaboration is challenging for complex project teams that have many subteams with diverse and complementary skills that are working toward shared goals. Knowledge transfer among subteams (i.e., project-level knowledge transfer) enhances integrative collaboration and results in behavioral changes within subteams (i.e., group-level knowledge transfer). However, there is a lack of quantitative evidence about how such project-level knowledge transfer influences group-level knowledge transfer behaviors. This study examined the change in knowledge transfer behaviors along with project progress, using the energy-efficiency subteam as an example. To achieve the goal, the authors collected longitudinal email exchanges and archival project data during the delivery of a complex construction project in the state of Michigan. Social network analysis and social influence models were utilized to analyze the change of knowledge-transfer networks over time. The results confirmed that exposure to project-level knowledge transfer positively predicts the subsequent group-level knowledge transfer behaviors during project delivery, measured by eigenvector centrality. The findings provide quantitative evidence explaining the importance of knowledge transfer behaviors in project communication: project-level knowledge transfers change members’ attitudes and behaviors and subsequently improve individuals’ influences in their respective project subteams. In addition, opinion leaders demonstrate a certain extent of resistance to the change.

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Data Availability Statement

Some or all data, models, or code that support the findings of this study are available from the corresponding author upon reasonable request.

Acknowledgments

This research was supported by the National Science Foundation through Grant No. 1825678. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the researchers and do not necessarily reflect the views of the National Science Foundation.

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Journal of Management in Engineering
Volume 40Issue 2March 2024

History

Received: Jun 5, 2023
Accepted: Oct 20, 2023
Published online: Jan 5, 2024
Published in print: Mar 1, 2024
Discussion open until: Jun 5, 2024

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Postdoctoral Researcher, Construction Management Program, School of Planning, Design, and Construction, Michigan State Univ., 552 W. Circle Dr., Room 101, East Lansing, MI 48824 (corresponding author). ORCID: https://orcid.org/0000-0001-9710-5463. Email: [email protected]
Associate Professor, Construction Management Program, School of Planning, Design, and Construction, Michigan State Univ., 552 W. Circle Dr., Room 201K, East Lansing, MI 48824. ORCID: https://orcid.org/0000-0002-2404-7669. Email: [email protected]
Kenneth A. Frank, Ph.D. [email protected]
Professor, Measurement and Quantitative Methods, Dept. of Counseling, Educational Psychology, and Special Education, Michigan State Univ., Erickson Hall, Room 462, East Lansing, MI 48824. Email: [email protected]
Sinem Mollaoglu, Ph.D. [email protected]
Professor, Construction Management Program, School of Planning, Design, and Construction, Michigan State Univ., 552 W. Circle Dr., Room 201D, East Lansing, MI 48824. Email: [email protected]

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