Use of a Collaborative Tool for Knowledge Acquisition and

Refreshment

Emine Bilek

Institute for Digital Transformation of Application and Living Domains,

Fachhochschule Dortmund University of Applied Sciences and Arts, Germany

Keywords: Knowledge Management, Organizational Learning, Collaborative Software.

Abstract: The paper deals with knowledge management, organizational learning and collaborative tools in general and

its possible application at the Institute for the Digital Transformation of Application and Living Domains

(IDiAL) which focus is on the main topics digital transformation of application and living domains at

Fachhochschule Dortmund University of Applied Sciences and Arts in particular. Firstly, the different forms

of knowledge management and organizational learning are discussed, followed by a description and

comparison of different collaborative tools. Then IDiAL, its development and its focus will be descripted. In

addition to the main areas of research and the transdisciplinary collaboration between the institute's scientists,

this article describes how the use of a collaborative tool is used at IDiAL for organizational learning with

sample contents and how this has improved communication in general and administrative processes at the

institute's head office.

1 INTRODUCTION

According to a Forrester report, employees reported

spending 29% of their week searching for key

information they needed to do their work (VB Staff,

2022). Knowledge Management is the way

organizations collect, organize, update and share

information with customers, employees and business

partners. It is the process of making knowledge

available for everyone in organizations, instead of

having it reside in the heads of the few and causing

information silos. Companies can more easily achieve

their objectives by making better use of the

knowledge that resides within their domain. They

develop a culture of continuous learning and allow

knowledge to flow freely throughout their

organization.

In companies, every manager must organize

something, e.g., a team, a project, a department or an

entire company. In the past, the focus of the work was

not necessarily on organization, and accordingly, the

quality of organisation was not very high. This has

changed over time. In the coming years, organization

could become the most important design element and

key issue in top management, because this is where the

greatest weaknesses in companies lie (Pfiffner, 2020).

Organizational learning is therefore particularly

important for companies to be able to continuously

develop and operate successfully in this way. It is

important that organizational knowledge is retained

within the company. After a project is completed, the

newly acquired knowledge is often not recognized

and remains unused on storage devices or shared

drives (Tyron, 2012). To avoid this, the use of

collaborative software is a good way of storing this

knowledge and using it for new projects or to improve

the organizational structure.

2 KNOWLEDGE MANAGEMENT

Globalization, digital transformation, but also the

coronavirus pandemic show that knowledge

management is becoming increasingly important.

This is also evident in the areas of demographic

change and Work 4.0. In the former case, there is a

threat of knowledge loss due to employees retiring

and the topic of Work 4.0 is associated with the

flexibilization and mobilization of work with new

forms of IT. Knowledge management is not only

relevant for private sector organizations of all sizes

and industries, but also for the public sector such as

542

Bilek, E.

Use of a Collaborative Tool for Knowledge Acquisition and Refreshment.

DOI: 10.5220/0013831400004000

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 17th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management (IC3K 2025) - Volume 2: KEOD and KMIS, pages

542-549

ISBN: 978-989-758-769-6; ISSN: 2184-3228

hospitals or universities, as it can be a decisive

competitive advantage.

How has knowledge management developed? The

first time this term was used at McKinsey in 1987 for

an internal study on the information handling and

utilization (McInerney and Koenig, 2011). In 1993,

knowledge management became public at a

conference in Boston (Demarest 1997). But what

exactly does knowledge management mean? Tom

Davenport gave the famous definition of knowledge

management: “Knowledge Management is the

process of capturing, distributing, and effectively

using knowledge.” (Davenport, 1994).

2.1 Types of Knowledge Management

Knowledge can take many different forms, and it can

also be applied in an effective way in practical work.

Four types of knowledge can be distinguished:

explicit, implicit, tacit and embedded. In the

following these types will be described (Majumder

and Dey, 2022):

2.1.1 Explicit Knowledge

Explicit knowledge is knowledge that can be easily

documented and articulated in a formal way and is

also mentioned as know-what. This knowledge is

usually related to facts, processes, techniques, best

practices, etc. And that is exactly why you can easily

write down this knowledge, store it and share it with

your staff (e.g. the use of knowledge management

platform).

2.1.2 Implicit Knowledge

In contrast to explicit knowledge, implicit knowledge

is referred to as know-how, which takes place at the

subconscious level. This knowledge is deeply

embedded in behaviours and skills and guides your

decision-making and problem-solving processes.

Implicit knowledge is the best method to learn

something and gain knowledge.

2.1.3 Tacit Knowledge

Tacit knowledge is majorly experienced-based

knowledge and is hard to explain. This knowledge

includes skills, insights, and judgments that you

internalize over time, which makes it challenging to

transfer to others through traditional means of

communication. It can be said that the implicit

knowledge is stored in the brain and therefore an

access is not possible. The knowledge iceberg (Figure

1) best describes the difference between these three

types of knowledge. Only explicit knowledge is

visible in this iceberg – this knowledge is easy to

transfer to others in the organization, e.g. data,

documents and files. The other types are hidden under

the water. Implicit knowledge that lies beneath the

surface of the sea, is knowledge obtained by applying

explicit knowledge. Examples of this are lesson

learned, beliefs or generalized rules.

Figure 1: Difference between explicit, implicit and tacit

knowledge.

Tacit knowledge is difficult to transfer, because it

is usually acquired through experience, e.g.

knowledge, organizational values or competences.

2.1.4 Embedded Knowledge

Embedded knowledge refers to the knowledge that is

locked in processes, products, culture, routines,

artifacts, or structures (Horvath, 2000, Gamble and

Blackwell, 2001). Embedded knowledge can be

divided into formally on the one hand and informally

on the other hand. Formal embedded knowledge is

like an initiative to formalize a particular useful

routine, and informal embedded knowledge is used

when organization uses and applies the other two

knowledge types.

2.1.5 SECI Model

The SECI model describes the four processes of

knowledge creation in organizations, which include

the interplay of tacit and explicit knowledge. This

model emerged from studies on successful

innovations in Japanese companies in the 1980s and

1990s (Nonaka and Takeuchi, 1995). The following

section takes a closer look at the model that represents

the knowledge spiral as a model for the generation of

knowledge in companies (Figure 2). The spiral starts

with the Socialization mode, in which the tacit

Use of a Collaborative Tool for Knowledge Acquisition and Refreshment

543

knowledge transfer through direct interaction

between individuals, e.g. learners learn from their

teacher. In the next mode, Externalization, the tacit

knowledge is converted into explicit knowledge

through reflection, articulation, and documentation.

The next mode Combination involves the integration

of explicit knowledge to create new knowledge. In

this mode the use of computerized communication

networks or large-scale databases can facilitate the

knowledge conversion. The SECI spiral ends with the

Internalization. This mode involves the process of

transforming explicit into tacit knowledge, e.g.

reading documents and or manuals about the

company and reflecting about them. (Müller, 2022,

Farnese et al. 2019). With this model description, the

importance of tacit and explicit knowledge in the

process of knowledge creation becomes clear. This

model clearly shows that the process of knowledge

creation is a continuous and iterative process.

Socialization Externalization

Internalization Combination

Tacit Knowledge

Explicit Knowledge

Tacit Knowledge

Explicit Knowledge

Figure 2: The SECI model of knowledge creation.

There are many ways in which companies can

integrate this model into their day-to-day operations.

Each phase

of the SECI spiral offers different

methods for knowledge development. The knowledge

spiral provides companies with a tool to make the

tacit knowledge of their employees explicit. In this

way, the joint exchange of knowledge is

strengthened, and new solutions are found.

2.2 Connection Between Knowledge

Management and Organizational

Learning

According to W.R. King, organisational learning is

complementary to knowledge management (King,

2009). An early description of organizational learning

was “…encoding inferences from history into

routines that guide behaviour” (Levitt and March,

1988). Knowledge Management enables individual

learning which then contributes to the organizational

learning process (Fernandes and Machado, 2021).

Organisational learning is based on knowledge

management. Knowledge management involves

extracting information from various relevant sources

to enhance the learning process, while organisational

learning is the application of knowledge gained

through knowledge management to enhance

organisational capabilities (Somasundaram, 2024).

2.2.1 Organizational Learning

Organisational learning (OL) is described as a

purposeful organisational process in which

individuals are the learning agents for the

organisation (Chuah and Law, 2020). There are

different definitions for organizational learning. The

best definition is the following “Organisational

learning is a collective learning process regulated by

the organisation, in which individual and group-

related learning experiences are transferred into

organisational routines, processes and structures that

have an impact on the future learning of individual

members of the organisation.” (Schilling and Kluge,

2013). Crossan et al. (1999) see organizational

learning as a dynamic process that takes place in

recursive feedback and feedforward loops at

individual, team and organizational level (Kaudela-

Baum, 2022).

Based on Lawrence et al. (2005), several types of

barriers to organizational learning can be

distinguished:

• Action-Orientated-Personal Barriers

These barriers refer to the thinking, attitudes

and behavior of individuals.

• Structural-Organizational Barriers

These barriers are rooted in the strategy,

culture, technology and formal regulations

of organizations.

• Social-Environmental Barriers

These barriers describe negative influences

of the organizational environment.

2.2.2 Forms of Organizational Learning

It is therefore important to institutionalize and

coordinate the exchange of knowledge and learning

among employees. Different forms of organizational

learning can be defined for companies - as with

people. Four forms of organizational learning are

briefly presented below (Franken and Franken, 2023;

Schreyögg and Koch, 2014):

KMIS 2025 - 17th International Conference on Knowledge Management and Information Systems

544

 Organizational Learning Through Experience

This form learning is probably the best-known

way of acquiring knowledge. In this form, you

try something out and learn from your own

experience, how the learning form of

individuals.

 Mediated Learning in Companies

This learning occurs when companies can learn

from the experience of another company, e.g.,

through contacts at trade fairs or conferences.

 Incorporation of New Knowledge

This refers to learning that is based on the

acquisition and integration of new knowledge.

This can take place through the recruitment of

experts or the acquisition of innovative

technology.

 Learning as the Generation of New Knowledge

This form of learning takes place through the

insight of individuals, i.e., you learn without

trying things out and without imitating. This

learning process was described by Nonaka and

Takeuchi, which means that a company

develops innovations on its own.

The stronger emphasis on knowledge led to a

concentration on knowledge management. The aim is

to link the acquisition and creation of new knowledge

with methods of distributing and making knowledge

available. In this way, organizational learning was

merged with the use of modern communication and

information technologies. Organizational knowledge

can therefore be better digitized and recorded through

the connection with information technology.

3 COLLABORATIVE TOOLS

Collaborative tools provide technical support to

enable employees to work in a virtual location,

thereby facilitating company-wide communication

and flexible collaboration with colleagues. Since the

1990s, teams have been supported technically by

“groupware” so that they have a virtual location

where information can be gathered and all team

members can contribute to the joint work results

(Hardwig and Weißmann, 2021). A great deal of

research has been conducted, and many publications

have been released on Computer-Supported-

Collaborative-Work (CSCW) (Schwabe et al. 2001).

Application systems for knowledge management

have been available since the 1990s and have also

been used in companies (Davenport and Prusak,

1998). The importance of these tools has increased in

recent years. It is interesting to note that respondents

from management in both large companies (Williams

and Schubert, 2015) and small and medium-sized

enterprises (Hardwig et al. 2020) gave positive

feedback on the use of collaborative applications. The

management of the SMEs surveyed cited the

following advantages (Hardwig et al. 2020): better

access to information (72%), expansion of work

opportunities in terms of space and time (71%),

savings in costs and time (66%), greater transparency

(64%), and improved partnership-based cooperation

with customers.

The importance of the collaborative tools became

particularly clear during the COVID-19 pandemic. A

study from 2021 showed that 80,7% of German

workers responded that the digital tool usage

increased during work from home due to the COVID-

19 pandemic or the home office (Schmidtner,

Doering and Timinger, 2021).

There are several collaborative tools, which can

be used for document sharing, collaboration and

knowledge management. Therefore, a centralized

tool like the following three tools Google Docs,

Microsoft SharePoint and Confluence offer the

possibility of structured and organized data.

3.1 Choice of the Collaborative Tool

Firstly, these tools are briefly described and then the

possibility of using them as collaboration tool and

knowledge management. Google Docs is an online

word processing programme from Google that was

launched on the market in 2006. With this programme

(Figure 3, (Workspace, n.d.)), documents can be

created, formatted and edited together with others.

Google Docs can also be used to show presentations

in real time. Microsoft SharePoint offers various

functions like saving, structuring, sharing and

accessing information and thus enables a

comprehensive tool for document management, the

intranet and process automation (Figure 4, (Was Ist

SharePoint Online?, n.d.)).

Figure 3: Google Docs: Example Page.

Use of a Collaborative Tool for Knowledge Acquisition and Refreshment

545

Figure 4: Microsoft SharePoint: Example Page.

Confluence is a web-based corporate Wiki and a

product of Atlassian Corporation, which is an

Australian-American software company that

develops various products. Confluence offers a

networked workspace, designed for collaboration and

built to last. This tool can be used for information

exchange across the entire company for remote work.

Through this tool, team members can collaboratively

manage and complete tasks and projects. With the use

of Confluence, it is easy to centralize information

gathering and share knowledge to keep everyone in

sync (Figure 5, (Atlassian, n.d.)).

4 IDiAL AND ITS

DEVELOPMENT

IDiAL was founded in 2017 by the Faculties of

Electrical Engineering, Computer Science,

Economics and Information Technology at

Fachhochschule Dortmund University of Applied

Sciences and Arts.

Figure 5: Atlassian Confluence: Example Page.

Increasing digitalization can make an important

contribution to addressing current challenges in the

areas of global competition or keeping work,

education, supply channels and contacts going in the

areas of climate and demographic change different

application domains like health and demographic

change, civil security and rescue technology,

production and logistics, mobility and resource

efficiency and digital competence. This change in

living and working environments offers many

opportunities, but also risks in the social, economic,

and ecological spheres. IDiAL develops scientific

findings and solutions to turn these opportunities into

benefits for the economy and society and to address

the emerging challenges in terms of social and

economic transformation processes. The use of digital

innovations for the good of the population and the

economy in various living and working environments

raises several application-related research questions.

The institute performs tasks in research, development,

and teaching in the fields of Digital Transformation

of Application and Living Domains in connection

with the scientific disciplines of computer science,

electrical engineering, and economics.

For a better understanding of digital

transformation, the next section explains the

difference between digitization, digitalization und

digital transformation. Digitization is the process of

converting analog information into digital

information. Examples for digitization are the transfer

of music from CD to MP3 format or the transfer of

paper documents to digital documents. Digitalization,

on the other hand, is the use of digital technologies to

change a business model (Gartney IT Glossary,

2024). One example of its application are the digital

payment methods such as PayPal or Apple Pay, which

helped to make paying with cash and with credit cards

increasingly rare. Characteristic of the digital

transformation is the process of switching from

traditional business models and working methods to

digital technologies and processes. One of the most

prominent examples of the digital transformation is

the electric car-maker Tesla. The company has

positioned itself as a change agent within the

automotive industry by infusing technology into all

facets of the driving experience (TechTarget, 2024).

4.1 Organizational Learning at IDiAL

IDiAL has various research specialisms. The merger

of the four different faculties in IDiAL often results

in transdisciplinary collaboration in projects. Based

on existing expertise and networks IDiAL is

concentrating on the following domains:

• Health and Demographic Change

• Civil Security and Rescue Technology

• Production and Logistics

• Resource Efficiency and Sustainable Energy

KMIS 2025 - 17th International Conference on Knowledge Management and Information Systems

546

• Digital Competence and Education

• Mobility and Infrastructure

• Project Management

At the start, a rapid build-up in different areas was

necessary. The researchers focused on their work and

wanted to make progress.

At the beginning, a tool was sought to support the

institute in its collaboration and to record and store

information centrally. Several requirements were

defined during the selection process, such as the use

of a digital knowledge platform, a collaborative

software in which users create and jointly edit pages

and entries. Further requirements are centralized

workspace for team collaboration, documentation,

and project management. In the end, the choice fell

on Confluence, as this tool best fulfils the institute's

requirements (communication, centralization and

customization) in knowledge management and

project management. Confluence offers the

possibility that the team members can create and

share different content, e.g. meeting notes or research

reports, and the managers can also provide direct

feedback on the content. In IDiAL, we use

Confluence for documentation and for collaboration

on reports or project applications and for quickly

locate information, this enables transparent

communication. With Confluence IDiAL cannot only

store knowledge, but actively manage, share and

further develop it. In this way, constant changes can

be accommodated. Regarding to the knowledge

iceberg, the use of Confluence allows knowledge

about different areas and projects to be collected and

stored so that the knowledge can remain in the

institute when employees leave (e.g. no contract

renewal or career changes).

Colleagues were already using Confluence for

joint projects, for example to record the status of the

project. Meeting notes and instructions can also be

found there, as well as information on software

installations. The head office also uses Confluence to

keep a structured record of administrative processes

(contact persons, instructions, such as the

procurement process, etc.). After identification, the

process is documented, often in conjunction with the

development of optimizing measures.

The following illustration shows the

administration information from the head office that

colleagues can access and read at any time. For a

better understanding the process of onboarding will

be described. Figure 6 shows a screenshot on which

the contents of the onboarding can be partially seen.

Figure 6: Entry page IDiAL.

On this page, colleagues can find information on

various areas (telephone, IT procurement, keys,

flexitime, but also ordering business cards or

applying for holiday days and business trips) and

contact persons with contact details. This information

is adapted in the event of changes or updates. By

collecting internal knowledge in this way, colleagues

can either quickly acquire knowledge or quickly gain

access to the information they need. The task of the

head office is to ease research by advising and

supporting researchers in the administrative aspects.

Figure 7: Content of the onboarding process.

The office acts often as a bridge between science

and administration. Confluence is also a useful tool

for informing new colleagues about IDiAL and its

processes as part of onboarding, Confluence is a good

Use of a Collaborative Tool for Knowledge Acquisition and Refreshment

547

tool to help new colleagues to take a self-guided tour

to acquire their knowledge about onboarding

documents, branding guidelines. So they can settle in

more quickly and familiarise themselves with the

institute's processes. Especially in the COVID-19

pandemic, this was very helpful and supportive when

onboarding new colleagues.

Figure 7 shows one page of the onboarding

content. The new team member gets here different

information about how to get an account of the

institute, to get a telephone number and to get IT

tools, etc. A contact person is also provided for each

issue so that contact can be made immediately to

clarify the matter.

5 CONCLUSIONS

With the help of knowledge management, companies

can collect and secure information and data and in this

way share knowledge with employees and, if

necessary, with customers. Organizational learning

then uses the knowledge gained from knowledge

management to improve organizational skills. The

use of collaborative tools makes it possible to make

knowledge available virtually, flexibly and centrally

within the company.

In IDiAL the use of organizational learning has

resulted in two possibilities: In IDiAL the use of

organizational learning has resulted in two

possibilities: firstly, the storage of information and

finding documents quickly and secondly, the

preservation of knowledge or better to say the

preservation of the institutional memory.

Importantly, the knowledge of colleagues who leave

is retained within the institute in this way. By using

the web-based corporate wiki Atlassian Confluence

the information is stored centrally and can be

accessed by all employees at any time. In this way,

new team members can be familiarised more quickly,

as they can learn the information in a self-guided tour

at their own pace and the information can be called

up at any time if it is still missing. Confluence enables

information to be updated quickly and easily, and the

data can be adapted to the new information

immediately. The use of Confluence also enables

collaboration within a national or international

research project, so that the exchange between the

partners runs smoothly and each partner can view the

development of the project at any time, work on their

tasks and work together on a research report.

Confluence can also be used to support the planning

of events with national and international partners,

who are also given access to Confluence. The head of

office is considering further possible uses of

Confluence to support the work and optimisation

possibilities (e.g. coordination tasks or

documentation).

REFERENCES

Atlassian. (n.d.). Confluence | Der Remote-freundliche

Arbeitsbereich für dein Team | Atlassian.

https://www.atlassian.com/de/software/confluence

Chuah, K.B., Law, K.M.Y. (2020). What Is Organizational

Learning? In: K. Law and K. Chuah, K. (Eds.), Project

Action Learning (PAL) Guidebook: Practical Learning

in Organizations (pp. 3-13). Springer, Cham.

https://doi.org/10.1007/978-3-030-23997-8_1

Crossan, M., Lane, H. & White, R. (1999). An

organizational learning framework: From intuition to

institution. The Academy of Management Review,

24(3), 522-537

Davenport, T.H. (1994). Saving IT's Soul: Human Centered

Information Management. Harvard Business Review,

March-April, 72 (2), 119-131

Davenport, T.H., Prusak, L. (1998). Wenn Ihr Unternehmen

wüsste, was es alles weiß…. Das Praxishandbuch zum

Wissensmanagement. Verlag Moderne Industrie.

Demarest, M. (1997). Understanding knowledge

management. Long Range Planning, 30(3), 374-383

Farnese, M.L., Barbien, B., Chirumbolo, A., Patriotta, G.

(2019). Managing Knowledge in Organizations: A

Nonaka’s SECI Model Operationalization. Frontiers in

Psychology, doi:10.3389/fpsyg.2019.02730

Fernandes, D., Machado, C.F. (2021). The Misconception

Between Organizational Learning and Knowledge

Management. In C. Machado and J.P. Davim (Eds.),

Knowledge Management and Learning Organizations

(pp. 137–170). Spring, Cham. https://doi.org/10.

1007/978-3-030-71079-8_7

Franken, R., Franken, S. (2023). Organisationales Lernen.

In R. Franken & S. Franken (Eds.), Wissen, Lernen und

Innovation im digitalen Unternehmen (pp. 239-293).

Springer Gabler, Wiesbaden. https://doi.org/10.

1007/978-3-658-40822-0_7

Gamble, P.R., Blackwell, J. (2001). Knowledge

Management: A State of the Art Guide, Kogan Page

Ltd.

Gartney IT Glossary (2024, July 10). Digitalization.

https://www.gartner.com/en/information-

technology/glossary/digitalization

Hardwig, T., Klötzer, S., Boos, M. (2020). Software-

supported collaboration in small and medium-sized

enterprises. Measuring Bus Excellence, 24, 1-23

Hardwig, T., Weißmann, M. (2021). Das Arbeiten mit

Kollaborationsplattformen – Neue Anforderungen an

die Arbeitsgestaltung und interessenpolitische

Regulierung. In S. Mütze-Niewöhner, W. Hacker, T.

Hardwig, S. Kauffeld, E. Latniak, M. Nicklich and U.

Pietrzyk (Eds.), Projekt- und Teamarbeit in der

KMIS 2025 - 17th International Conference on Knowledge Management and Information Systems

548

digitalisierten Arbeitswelt (pp. 203-224). Springer

Vieweg.

Horvath, J.A. (2001). Working with Tacit Knowledge. In

J.W. Cortada and J.A. Woods (Eds.). The Knowledge

Management Yearbook 2000–2001 (pp. 34–51), New

York: Butterworth-Heinemann.

Kaudela-Baum, S. (2022). Organisationen als Lernsysteme

gestalten. In S. Kaudela-Baum, S. Meldau & M. Brasser

(Eds.), Leadership und People Management (pp. 439-

452). Springer Gabler, Wiesbaden. https://doi.org/

10.1007/978-3-658-35521-0_29

King, W.R. (2009). Knowledge Management and

Organizational Learning. In W.R. King (Ed.),

Knowledge Management and Organizational Learning.

Annals of Information Systems (pp. 3-13), vol 4.

Springer, Boston, MA. https://doi.org/10.1007/978-1-

4419-0011-1_1

Lawrence, T.B., Mauws, M.K., Dyck, B. & Kleysen, R.F.

(2005). The politics of organizational learning:

Integrating power into the 4I framework. Academy of

management review, 30(1), 180-191

Lewitt, B., March, J.G. (1988). Organizational learning.

Annual Review of Sociology, 14, 319-338

Majumder, S., Dey, N. (2022). AI-empowered Knowledge

Management. Studies in Big Data, vol 107. Springer,

Singapore. https://doi.org/10.1007/978-981-19-0316-

8_1

McInerney, C., Koenig, M. E. D. (2011). Knowledge

Management (KM) Processes in Organizations:

Theoretical Foundations and Practice. Morgan and

Claypool.

Müller, M. (2022). Wissensmanagement klipp & klar.

Springer Gabler, Wiesbaden. https://doi.org/10.1007/

978-3-658-38309-1

Nonaka, I., Takeuchi, H. (1995). The knowledge-creating

company: How Japanese companies create the

dynamics of innovation. Oxford University Press: New

York, NY.

Pfiffner, M. (2020). Einführung. In M. Pfiffner (Ed.), Die

dritte Dimension des Organisierens (pp. 17-39).

Springer Gabler, Wiesbaden. https://doi.org/10.1007/

978-3-658-29247-8_2

Somasundaram, P. (2024, October 25). The Power of

Organizational Learning and Collaboration with

Knowledge Management. Document360. https://

document360.com/blog/organizational-learning-with-

knowledge-management

Schilling, J., Kluge, A. (2013). Organisationales Lernen. In

D. E. Krause (Ed.), Kreativität, Innovation und

Entrepreneurship (pp. 1-41). Springer Gabler,

Wiesbaden. https://doi.org/10.1007/978-3-658-02551-

9_1

Schmidtner, M., Doering, C., Timinger, H. (2021). Agile

Working During COVID-19 Pandemic. IEEE

Engineering Management Review, 49(2), 18-32

Schreyögg, G., Koch, J. (2014). Organisatorisches Lernen

und Wissensmanagement. In G. Schreyögg & J. Koch

(Eds.), Grundlagen des Managements (pp. 297-320).

Springer Gabler, Wiesbaden. https://doi.org/10.1007/

978-3-658-06749-6_9

Schwabe, G., Streitz, N., Unland, R. (2001). CSCW-

Kompendium: Lehr- und Handbuch zum

computerunterstützten kooperativen Arbeiten.

Springer, Berlin.

TechTarget (2024, July 10). 7 examples of

digital transformation success in business.

https://www.techtarget.com/searchcio/tip/4-examples-

of-digital-transformation-success-in-business

Tryon, C. A., Jr. (2012). Managing Organizational

Knowledge: 3rd Generation Knowledge Management

and Beyond. CRC Press – Taylor & Francis Group.

VB Staff (2022). Report: Data silos cause employees to

lose 12 hours a week chasing data. https://venture

beat.com/data-infrastructure/report-data-silos-cause-

employees-to-lose-12-hours-a-week-chasing-data

Was ist SharePoint Online? (n.d.). https://support.

microsoft.com/de-de/office/was-ist-sharepoint-97b915

e6-651b-43b2-827d-fb25777f446f

Williams, S.P., Schubert, P. (2024). Analysing the Digital

Traces of Collaborative Work in Large-Scale

Enterprise Collaboration Systems. In S. Pfeiffer, M.

Nicklich, M. Heinke, M. Heßler, M. Krzywdzinski and

I. Schulz-Schaeffer (Eds.), Digitalisierung der

Arbeitswelten (pp. 89-109). Springer VS.

Workspace, G. (n.d.). Google Docs: Editor für

Onlinedokumente und PDFs | Google Workspace.

Google Workspace. https://workspace.google.com/intl/

de/products/docs/

Zywietz, A. (2023, January 20). SECI-Modell: Die

Wissensspirale nach Nonaka und Takeuchi.

https://blog.hubspot.de/service/seci-modell

Use of a Collaborative Tool for Knowledge Acquisition and Refreshment

549