Is more similar, better? Interacting effect of the cognitive-style congruency and tacitness of knowledge on knowledge transfer in the mentor-protégé dyad-Reference-Cited by-同舟云学术

Is more similar, better? Interacting effect of the cognitive-style congruency and tacitness of knowledge on knowledge transfer in the mentor-protégé dyad

Published:2010-08-05 Issue:4 Volume:13 Page:286-292
ISSN:1367-2223
Container-title:Asian Journal of Social Psychology
language:en
Short-container-title:

Author:

Lin Chia-Wu,Kao Mei-Chin,Chang Kuo-I

Publisher

Wiley

Subject

General Social Sciences,Social Psychology

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/j.1467-839X.2010.01325.x/fullpdf

Reference45 articles.

1. The effect of cognitive style on leader-member exchange: A study of manager-student dyads;Allinson;Journal of Occupational and Organizational Psychology,2001

2. The cognitive style index: A measure of intuition-analysis for organizational research;Allison;Journal of Management Studies,1996

3. Formal mentoring systems: An examination of the effects of mentor/protégé cognitive styles on the mentoring process;Armstrong;Journal of Management Studies,2002

Cited by 8 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. The influence of expatriate cultural intelligence on organizational embeddedness and knowledge sharing: The moderating effects of host country context;Journal of International Business Studies;2020-08-20

2. DO BIRDS OF A FEATHER COMMUNICATE BETTER? THE COGNITIVE STYLE CONGRUENCE BETWEEN MANAGERS AND THEIR EMPLOYEES AND COMMUNICATION SATISFACTION;Studia Psychologica;2015

3. Relationship between Senior and Junior Researcher;Collaborative Knowledge in Scientific Research Networks;2015

4. Meta-analytic comparison on the influencing factors of knowledge transfer in different cultural contexts;Journal of Knowledge Management;2014-04-07

5. Mentoring as a Strategy for Facilitating Learning: Protégé and Mentor Perspectives;International Handbook of Research in Professional and Practice-based Learning;2014