Dissertations / Theses: 'Explicit knowledge'

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Hall, Heather Leigh. "Knowledge management in times of change: Tacit and explicit knowledge transfers." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4963/.

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This study proposed a look at the importance and challenges of knowledge management in times of great change. In order to understand the information phenomena of interest, impacts on knowledge workers and knowledge documents in times of great organizational change, the study is positioned in a major consolidation of state agencies in Texas. It pays special attention to how the changes were perceived by the knowledge workers by interviewing those that were impacted by the changes resulting from the reorganization. The overall goal is to assess knowledge management in times of great organizational change by analyzing the impact of consolidation on knowledge management in Texas's Health and Human Services agencies. The overarching research question is what happened to the knowledge management structure during this time of great change? The first research question was what was the knowledge worker environment during the time of change? The second research question was what was the knowledge management environment of the agencies during the time of change? The last research question was did consolidation of the HHS agencies diminish the ability to transition from tacit to explicit knowledge? Additionally, the study investigates how the bill that mandated the consolidation was covered in the local media as well as the actual budget and employee loss impact of the consolidation in order to better understand the impacts on knowledge workers and knowledge documents as a result of major organizational restructuring. The findings have both theoretical and practical implications for information science, knowledge management and project management.

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Aufderheide, Derek, Jeremy Maloy, and Michael Corrigan. "Air Force Operational Contracting Knowledge Assessment: analyzing explicit and tacit contracting knowledge." Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/10729.

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MBA Professional Report
The Defense Acquisition Workforce Improvement Act (DAWIA) establishes education and training standards for acquisition personnel. These standards culminate into ascending levels of certification for acquisition professionals based on education, training, and experience. While the intent of DAWIA certification is to ensure acquisition professionals possess the requisite knowledge and experience to perform their duties, currently no method exists to effectively measure an individual's contracting knowledge. The Air Force Operational Contracting Knowledge Assessment (OCKA-AF) attempts to accurately assess an individual's tacit (experiential) and explicit (factual) operational contracting knowledge across the six phases of the contracting process. The assessment tool also identifies knowledge gaps between tacit and explicit knowledge. The OCKA-AF was deployed in the form of a web-based survey to two Air Force operational contracting squadrons and Air Force contracting students attending the Naval Postgraduate School. The survey results were analyzed, upon which recommendations were made to reduce existing tacit and explicit contracting knowledge gaps. Due to its knowledge assessment capability, the OCKA-AF may be beneficial to supervisors and senior contracting leadership in determining whether current training efforts are producing the desired results in knowledge capture or provide insight into areas requiring further training emphasis.

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Hining, Josiane Basso. "Learning difficulty, L2 proficiency, and implicit and explicit knowledge." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93704.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010
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Baseado na afirmação de que a replicação de estudos é um item importante na pauta da Linguística Aplicada, o presente estudo foi baseado no estudo de Ellis (2006) e teve como objetivo (1) examinar algumas estruturas gramaticais considerando a dificuldade de aprendizado dos alunos a partir de um escopo implícito e explícito, e (2) examinar a relação entre o conhecimento implícito e explícito das estruturas gramaticais investigadas neste estudo e a proficiência da L2. Os dados foram coletados na Universidade Federal de Santa Catarina, com 45 alunos estudantes de inglês como língua estrangeira. Todos os participantes fizeram os 4 testes propostos por Ellis (2006) e 31 fizeram um teste de proficiência (PET). A média dos resultados combinados foi calculada para comparar os resultados do conhecimento implícito e explícito em relação as 17 estruturas gramaticais investigadas. A análise estatística empregada demonstrou que a estrutura fácil para conhecimento implícito foi perguntas encaixadas (embedded questions). Para conhecimento explícito as estruturas fáceis foram: complemento verbal, desde/por, orações relativas, perguntas no final da frase (question tags), artigo indefinido, construções bitransitivas (dative alternation), comparativo, e 3ª. pessoa #s. Estruturas difíceis para conhecimento implícito foram: perguntas sim/não, condicionais irreais, desde/por, orações relativas, perguntas no final da frase (question tags), vii possessivo #s, plural #s, artigo indefinido e 3ª. pessoa #s. Além disso, correlações significativas foram encontradas entre os resultados das estruturas gramaticais e o teste de proficiência (PET). A análise de regressão múltipla demonstrou que ambos os tipos de conhecimento prevêem a proficiência da língua de um modo geral.
Based on the claim that the replication of studies is an important item in the agenda of Applied Linguistics, the present study aimed at determining the extent to which the findings of Ellis (2006) can be replicated in a context where participants are foreign language learners. More specifically, the present study aimed at (1) examining some grammatical structures in the light of students# learning difficulty towards an implicit and explicit scope, and (2) examining the relationship between implicit and explicit knowledge of the grammatical structures investigated here and general L2 proficiency. Data was gathered at Universidade Federal de Santa Catarina, from 45 Brazilian students of English as an L2. All participants performed the four tests proposed by Ellis (2006). Thirty-one participants volunteered to take the proficiency test (PET). Combined means scores were computed in order to compare the scores of implicit and explicit knowledge towards the seventeen grammatical structures investigated. The statistical analysis employed indicated that the easy structure for implicit knowledge was embedded questions, for explicit knowledge the easy structures found were: verb complement, since/for, relative clauses, question tags, indefinite article, dative alternation, comparative, and, 3rd person #s. Difficult structures for implicit knowledge were: yes/no questions, unreal conditionals, since/for, relative clauses, question tags, possessive #s, plural #s, indefinite article, and 3rd person #s. Moreover, significant correlations were found between the grammatical structures and the proficiency test (PET). A multiple regression analysis demonstrated that both types of knowledge predict general language proficiency.

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Heiker, Iwdal Oskar, and Helena Farah. "Affärsänglar - Ett företags räddning eller fördärv?" Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18545.

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Sammanfattning Behovet av kapital är väldigt stort för ett företag vid uppstarten av verksamheten. Svårigheten att få externt kapital uppstår oftast vid denna fas, då kan nämligen en affärsängel bidra med kapital och vara till stor hjälp för företaget. Affärsängel är en privatperson eller en samling av privatpersoner som investerar finansiellt kapital. Dessa änglar tillför också affärsmässig kunskap till onoterade företag, där de finner tillväxtpotential. För att ett företag skall kunna använda riskkapital som en finansieringskälla på bästa sätt, måste de först uppfatta vad en affärsängel har för egenskaper samt hur de agerar. Syftet med denna uppsats, är att studera hur aktiva affärsänglar resonerar rörande sina investeringar i livscykelns–hypotes. Vidare att studera hur informations-asymmetrin mellan den aktiva affärsängeln och entreprenörer påverkas före och under investeringsprocessen. Vi har utfört en kvalitativ undersökning genom intervjuer med fyra olika affärsänglar i Sverige, för att få en uppfattning om en affärsängels investeringsstrategier samt relationen mellan en affärsängel och entreprenören. Affärsänglar som har valts, är erfarna av denna typ av investering. Detta val på grund av att vi skall få en bred och djupare förståelse om hur affärsänglar går till väga, samt vilka värderingar som affärsänglarna fokuserar på vid sina investeringsbeslut. Den valda teorin som är hämtad från tidigare studier, artiklar och relevanta böcker, vilka är relaterade till investeringens livscykelteori samt informationsasymmetrins teorier, hur dessa påverkar en affärsängels investerings beslut samt strategier i deras dagliga arbete. Med dessa teorier i beaktande har vi samlat in empiriskt material från affärsänglar, vilket redovisas i det empiriska kapitlet. Analysen har skapats i ljuset av empirin och de teoretiska referensramarna, detta för att skapa en trovärdig och realistisk syn på hur en affärsängel agerar under sina investeringsbeslut. I slutsatsen beskrivs de mest väsentliga faktorerna som ligger till grund för affärsänglarnas investeringar.
Abstract The need for capital is very large for a company at the startup of operations. The difficulty to obtain external capital usually occurs at this stage, since it would permit an angel to provide capital and be very helpful for the company. Angel is an individual or a collection of individuals who invest financial capital. These angels also bring business knowledge to unlisted companies where they see growth potential. For a company to use equity as a financing source in the best way, they must first understand what an angel investor has the properties and how they act. The purpose of this thesis is to study how active business angel’s argue regarding their investments in the life cycle hypothesis. Furthermore, to study how information asymmetry between the active business angel and the contractors is affected before and during the investment process. We conduct a qualitative survey through interviews with four business angels in Sweden, to get an idea of a business angel investment strategies and the relationship between an angel and entrepreneur. The business angels that have been selected are experienced in this type of investment. This choice is due to us to have a broad and deep understanding of how business angels go about it, and the values that business angels are focusing on in their investment decisions. The chosen theory is taken from previous studies, articles and relevant books, which are related to the investment's life cycle theory and information asymmetry theories, how they affect a business angel’s investment decisions and strategies in their daily work. With these theories in mind, we've gathered empirical data from business angels, which are reported in the empirical chapter. The analysis has been created in light of empirical and theoretical frameworks in order to create a credible and realistic view of how an angel investor acting in their investment decisions. In conclusion described the most significant factors underlying business investment angels.

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Facione, Anethra Adeline. "Baby Boomers Retiring: Strategies for Small Businesses Retaining Explicit and Tacit Knowledge." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2651.

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More than 35% of the U.S. workforce is composed of Baby Boomers who are eligible to retire within the next 5 years. Despite the potential loss of critical expertise, a gap in knowledge retention exists in small consulting businesses. The purpose of this case study was to explore effective strategies for retaining the tacit and explicit knowledge of retiring employees, to avoid operational knowledge drain. Exploration ensued through semistructured interviews at 2 small consulting businesses in the Washington, DC metropolitan area that are adept at innovatively retaining requisite knowledge. The conceptual frameworks of Bass' transformational leadership and Nonaka's knowledge creation led to the identification of strategies to retain tacit and explicit knowledge of retiring Baby Boomers. Seven small business leaders addressed questions on knowledge types, knowledge stimulation and sharing methods, and retention strategies to provide meaningful responses to the knowledge retention phenomenon. Data analysis included the Colaizzi and modified van Kaam methods of mining, categorizing, organizing, and describing participants' statements. Subsequently, the themes that emerged during the analysis identified reward, communication, and motivation as strategies for knowledge-share and transfer. Succession planning, mentoring, documentation, training, and knowledge sharing also emerged as effective methods for knowledge retention. The findings will contribute to social change by illuminating the roles effective leaders practice to influence and foster knowledge management, offering insight to other small businesses having difficulties remaining sustainable as the operational knowledge of Baby Boomers becomes unavailable as they retire.

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Kaiser, Alexander, and Florian Kragulj. "Bewextra: Creating and Inferring Explicit Knowledge of Needs in Organizations." Graduate Institute of Futures Studies, Tamkang University, Tamsui, Taipei, Taiwan, 2016. http://dx.doi.org/10.6531/JFS.2016.20(4).A79.

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We introduce a new methodological framework, called Bewextra, for the creation of the knowledge of needs in organizations. The development of our framework builds on theoretical engagement with literature from several disciplines including visioning and philosophy of needs as well as empirical data from vision development processes we have accompanied. To the best of our knowledge it is the first theoretical work that describes learning from an envisioned future and the generation of need knowledge as an abductive process in a methodologically replicable way. The advantages and practical implications of our method introduced are discussed in detail.

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Dwyer, Susan Jane. "Making "implicit" explicit--toward an account of implicit linguistic knowledge." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13442.

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Naidoo, Aneshveran. "Emerging market entry strategy and decision-making : the influence of tacit knowledge and explicit knowledge." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/59733.

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This research posits that tacit knowledge, explicit knowledge and hubris influence the decision-making process of managers when deciding to enter an emerging market. The literature on emergent market strategy and the decision-making process is abundant but tends to focus on the extant explicit information available. However, the prevalence of literature on the influence of tacit knowledge or experience needs to be further developed. Given the focus on Africa as an area for economic development and the complexity that comes with doing business in Africa, this study seeks to explore what homage is given to tacit knowledge and experience by strategy makers during the process of strategy development, how this knowledge is harboured and developed. The study also seeks to explore the transferability of the knowledge between countries, and if this knowledge can become an inhibitor in developing strategy. A review of the relevant literature is undertaken and a model is developed to map out this decision-making process. A qualitative tool is developed and eight interviews with managers responsible for emergent market strategy development are held to obtain an understanding of how tacit knowledge and explicit knowledge feature on the decision-making process. Key learnings from the study includes a disparity between literature on the importance of tacit knowledge and the growing tendency to formalise the country entry process; the prevalence of heuristics and hubris in the decision-making process, and absence of a review process to validate strategies and decision making.
Mini Dissertation (MBA)--University of Pretoria, 2017.
vn2017
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted

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Halamíček, Jan. "Řízení znalostí v podmínkách globálně outsourcovaných služeb Service Desku." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-162531.

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The goal of this diploma thesis is to translate theoretical concepts of knowledge management into the context of providing end user support by the service desk. It strives to define specifics caused by globalized and outsourced way of providing customer service. The thesis extends the traditional interpretation of knowledge management in this field by setting up a balanced view regarding both explicit and tacit knowledge and considers also appropriate tools and methods for its efficient creation, maintenance and sharing. Final part contains a case study, showing those applied concepts in practice of a company. The thesis is concluded by a set of generally usable recommendations for more effective management of customer support knowledge.

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Rudlid, Patrick, and Sandra Johansson. "Knowledge Management : En modell för hur kunskap kan identifieras och överföras." Thesis, Linnaeus University, School of Computer Science, Physics and Mathematics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-6999.

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Att hantera kunskapen inom organisationer blir allt viktigare för att kunna förbättra den organisatoriska konkurrenskraften. Detta kan bland annat uppnås genom ett ökat utnyttjande av kunskapskapitalet. Kunskapskapitalet brukar vanligtvis handla om att utforska tacit kunskap, det vill säga den kunskapen som finns i de anställdas sinnen.

Från år 2010 och fyra år framåt förväntas en stor utmarsch av 40-talister från den svenska arbetsmarknaden. Detta kommer att få konsekvenser på arbetsplatserna. Konsekvenserna kommer bland annat att bli i form av underskott i kunskapskapitalet.

Syftet med uppsatsen är ta fram en modell som illustrerar hur kunskap kan identifieras och överföras. För att kunna besvara syftet har en abduktiv ansats och en kvalitativ datainsamlingsmetod använts i studien. Totalt har två observationer och fyra intervjuer genomförts. Studien har genomförts på fallföretaget Electrolux Laundry Systems i Ljungby och datainsamlingen har skett inom enheten Hydraulpressningsgruppen.

I studien kommer begreppet kunskap och dess olika typer att redas ut. Vidare kommer det beskrivas hur kunskap kan identifieras, konverteras och överföras.

Vi har utformat en analys som är baserad på den teoretiska referensramen. Analysen är utformad för att spegla syftet och problembakgrunden i studien. Den bygger på tre övergripande delar, kunskapsbegreppet, kunskapsidentifiering och kunskapsöverföring.

Resultatet av studien är en modell som skapar en förståelse för hur kunskapsidentifiering och kunskapsöverföring kan gå till. Studien har även kommit fram till att det finns hinder som kan försvåra en effektiv kunskapshantering.

Managing knowledge is becoming increasingly important to improve the organizational competitiveness. This can be achieved by a greater use of the knowledge capital. This usually means to explore the tacit knowledge which exists in the minds of the employees. In Sweden, from 2010 and four years onwards, a great walkout is expected among the people being born in the 40s.

The purpose of this essay is to create a model that illustrates how knowledge can be identified and transferred.

The methodology used in this study aims to attain the purpose by using a qualitative method in which interviews and observations are combined.

The study has been carried out at the case company, Electrolux Laundry Systems in Ljungby, Sweden.

The authors have developed an analysis which is based on the theoretical framework. This analysis consists of three main parts, knowledge identification, knowledge transfer and a model for knowledge management.

The conclusion in this essay is a model that creates an understanding of how knowledge can be identified and transferred. The study also found that there are obstacles that might constrain an effective knowledge management.

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Gronow, Stuart. "Explicit appraisals, valuation knowledge and professional competence : for what it's worth." Thesis, University of South Wales, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341943.

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Ziori, Eleni. "The effect of prior knowledge on implicit and explicit concept learning." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366075.

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Funk, Benjamin Joseph. "Harnessing tacit and explicit knowledge : an empirical investigation of knowledge-centric drivers of service management performance." Thesis, London Business School (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497795.

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Clarke, Timothy. "The development of a tacit knowledge spectrum based on the interrelationships between tacit and explicit knowledge." Thesis, Cardiff Metropolitan University, 2010. http://hdl.handle.net/10369/909.

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Tacit knowledge is a valuable asset to organisations which is not readily being recognised. Years of experience and understanding of an organisations processes, operations and clients, is being lost on a daily basis through the turnover of employees, whether through natural wastage or in these times of recession a cutting back of the workforce. The loss of this information (tacit knowledge) can be critical to the day to day running of the organisation and in many cases it is irreplaceable. Organisations need to capture this knowledge and turn it into explicit knowledge to enhance the future knowledge capital of the organisation. The undertaking of this thesis is to explore the relationship between tacit knowledge and explicit knowledge and their interaction when converting tacit knowledge into explicit knowledge. A review is carried out of current methodologies available to organisations for the management of tacit knowledge into explicit knowledge. Following the review, cases studies are carried out to test a series of interventions designed to promote understanding of knowledge management and the conversion of tacit knowledge into explicit knowledge. From the findings of the case studies, it can be found that tacit knowledge is not a single entity that can be converted into explicit knowledge, but it can be broken down into elements, which have to be considered independently in order to facilitate the knowledge transfer process. From evaluation of the research for this thesis, a Tacit Knowledge Spectrum Model is developed to represent the elements of tacit knowledge. The Model gives a clear view of the complexity of tacit knowledge and the inter-relationship of the elements that make up tacit knowledge. By creating a better understanding of tacit knowledge and its elements and their interaction with explicit knowledge, organisations will be better placed to manage tacit knowledge and their knowledge capital.

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Bačík, Petr. "Znalostní management." Doctoral thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2008. http://www.nusl.cz/ntk/nusl-233708.

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My thesis is focused on knowledge management and its quality in Czech companies. The issue is one of the most current and very important topic since the interest in knowledge and namely in its management and utilisation by as large as possible number of employees has been rapidly growing worldwide. The main objective of my thesis is to evaluate the level of knowledge management in Czech companies and suggest procedures leading to elimination of most frequent errors therein. The introduction of my thesis provides basic definitions from the field of knowledge management, namely data, information and knowledge, and gives definitions of most important factors that influence knowledge management. Chapter two surveys the current state of knowledge management, namely modern approaches towards knowledge management, classification of knowledge suggested by various authors and different styles of knowledge management. Chapter three is focused on modern trends in human resources and influence of the company’s structure upon knowledge management. Chapter four contains description of ways of origin of knowledge followed by activities necessary to know prior to introduction of knowledge management. Chapter five gives a survey of current development in information systems and products supporting knowledge management. The final part of my thesis presents an assessed questionnaire survey and gives recommendations to the discussed issue. Included are suggested procedures how to proceed and act in human resources management and IT investments in companies intending to introduce knowledge management. In addition, this chapter gives examples of contributions from science, practice and pedagogic procedures.

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Gisterå, Sophie, and Minea Carlander. "Transferring Knowledge from a Crowd to a Retail Company - A case study of Roamler Sweden." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-260315.

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Background: Organizational spending on marketing needs to be justified and therefore measured. New technology has enabled new ways of conducting market research. Research question: How can knowledge be transferred from a crowd of consumers to a company operating in the retail industry? Purpose: To explore the process of knowledge transfer in a new type of market research company by creating an understanding of (1) how to gather knowledge through engaging and motivating a crowd to share information, (2) how to analyze and transfer it to the clients, and in the end (3) how the clients receive the information and are able to create knowledge internally. Methodology: Qualitative single case study through semi-structured interviews with the case company and two of their clients. This was combined with secondary data and observations. Conclusions: Motivated users are important when gathering knowledge through crowdsourcing. Focusing on gathering and transferring explicit knowledge makes it more actionable and therefore more valuable when it comes to market insights. Externalization was found to only be partly possible in the case company, which strengthens established theories published after Nonaka and Takeuchi (1995). Absorptive capacity and relationships had influence on the knowledge transfer and how the results were acted upon in the client organizations.

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Haglund, Nathalie, and Frida Wåhlberg. "Knowledge transfer between projects : Exploring the receiver’s perspective." Thesis, Linköpings universitet, Företagsekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-120793.

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Background: How to facilitate the knowledge transfer between projects is a field that has obtained a lot of attention in research. Despite this wide attention, many organizations still experience difficulties to efficiently transfer knowledge between their projects and thus the problems still remain, which appears contradictory. Previous research has had a tendency to assume that all knowledge can be articulated and codified, which has resulted in that solutions to these problems often have been directed towards the side in the transfer that creates the supply of knowledge. However, limited research has taken the receiver of the knowledge into consideration when analyzing these difficulties, who is considered to be equally influential to motivate a transfer. Purpose: The purpose of this study is to increase the understanding of the challenges concerning the knowledge transfer from past to future projects, by exploring the importance of incorporating the receiver’s perspective in the analysis of knowledge transfer practices. Methodology: This study has applied a qualitative research methodology where the empirical data has been obtained through an interview-study with nine onsite interviews in two different firms, ABB and SIEMENS. Furthermore, documents were studied in order to compliment and increase the understanding of the information provided in the interviews. Conclusions: By incorporating the receiver in the analysis we can conclude that the practices applied are not efficient in actually transferring the complete knowledge. Herewith, socialization becomes vital as a complement to these practices in order to also transfer the ‘hidden’ explicit knowledge as well as tacit knowledge that the receiver is in need of. The findings thus demonstrate the importance of taking the nature of knowledge into account when investigating the challenges with current knowledge transfer practices.

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GUIMARAES, FRANCISCO JOSE ZAMITH. "THE USE OF STORIES AS A WAY TO EXPLICIT THE TACIT KNOWLEDGE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22031@1.

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Com o processo de globalização, as empresas estão cada vez mais descentralizadas, o que torna um desafio a troca de conhecimentos entre seus funcionários. Na literatura, há diversas práticas de Gestão do Conhecimento que visam facilitar essa troca de conhecimentos, porém muitas apresentam dificuldades na coleta e reutilização posterior desse conhecimento. Algumas dessas práticas se baseiam na troca de experiências entre os funcionários por meio de histórias. Este trabalho tem por objetivo definir um modelo para a representação (ontologia) de histórias, compreendendo um conjunto de atividades, papéis e ferramentas, visando melhorar a dinâmica coletiva de levantamento e reuso de conhecimentos. Com base na realização de alguns experimentos, constatou-se que o modelo proposto é melhor que outros no que tange ao levantamento e ao reuso de conhecimentos.
With the globalization process, companies are increasingly decentralized, which makes it a challenge to exchange knowledge between employees. In literature, several Knowledge Management practices aims at facilitating the knowledge exchange, but many of them have difficulties in collecting and later reuse that knowledge. Some of these practices are based on the employee experience exchange, through sharing stories. The objective of this Thesis is define a model for the representation of stories (ontology), a set of activities, rules and tools to improve the collective dynamic gathering and the reuse of knowledge. Through some experiments we observed that this proposed model is better than other models regarding the collection and reuse of knowledge.

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Perez, Lissette. "How output affects explicit and implicit knowledge of Spanish indirect object pronouns." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/246515.

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Spanish
Ph.D.
Although many studies have suggested positive effects for speaking or output practice on L2 grammar development, the question of how speaking affects L2 grammar remains. This study specifically examines how output affects the explicit and implicit knowledge of Spanish indirect object pronouns (IOPs). It also investigates levels of L2 grammar development for participants with low, mid and high levels of background knowledge of Spanish subject-verb agreement. Eight participants were given explicit grammar instruction on the target structure followed by six paired output-focus activities. These included two information-gap tasks, a matching task, a partner interview, original sentence creation, and a dictogloss task. In each task participants were required to orally produce IOPs whether they were reading a prepared IOP or producing one originally based on a prompt. In order to capture qualitative data on the effectiveness of output, all paired interaction was transcribed and coded for language related episodes (LREs). In this study three types of LREs were identified: self-correction, other-correction and metatalk. Learners were also tested on IOPs immediately before instruction, immediately following and three weeks afterward. Quantitative data consisted of these results of pre, post, and delayed posttests, the number of IOPs produced during all instructional activities, and the percentage of correct IOPs produced compared to those omitted or produced incorrectly. Development of explicit knowledge was assessed by an untimed written picture description task, whereas implicit knowledge was assessed on the tests by a timed grammaticality judgment task. The results of the picture description task showed more consistent gains in development of explicit knowledge. The results of the grammaticality judgment task were more irregular and suggested less consistent gains in development of implicit knowledge. Together, quantitative and qualitative results suggest that explicit instruction followed by output practice was most effective for learners in this study with greater knowledge of subject-verb agreement. A comparison of qualitative results and test scores revealed that learners who showed more focus on the lexicon during instructional tasks and did not produce IOPs as often, and also had lower scores on both tests. Stronger learning outcomes were observed for learners who produced more IOPs, had a higher percentage of correct IOPs and were involved in LREs.
Temple University--Theses

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Cohen, Rebecca A. "A Comparison of Schools: Teacher Knowledge of Explicit Code-Based Reading Instruction." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338706.

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In this study, 114 kindergarten through third grade teachers were surveyed using The Survey of Preparedness and Knowledge of Language Structure Related to Teaching Reading to Struggling Students to investigate how teachers perceived their preparedness to teach emergent and struggling readers, their knowledge level in the areas of phonemic awareness and phonics, their certainty of their knowledge level, and the extent they were able to define and apply this knowledge. Two groups of schools were compared. In one group, 60 teachers were using a school-wide, code-based reading program (CBRP), and in the other group 54 teachers were not (NCBRP). Both groups averaged 63% on the survey, and no significant differences existed between the two groups on levels of preparation or knowledge base. CBRP teachers believed they possessed more knowledge than the NCBRP teachers, although, they did not. The majority of teachers did not possess the necessary code-based reading knowledge, concepts, or skills to teach beginning and struggling readers. Thus, teacher preparation programs continue to fall short in providing teachers with adequate training on English language structure.

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Osorio, Ricardo M. Tamayo. "Sources of dissociation in the forgetting trajectories of implicit and explicit knowledge." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2009. http://dx.doi.org/10.18452/15867.

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Die vorliegende Dissertation untersucht Dissoziationen zwischen Vergessensverläufen für implizites und explizites Wissen. Aus diesem Ansatz können sich wesentliche Einschränkungen ergeben in Bezug auf die Annahme, sowohl impliziten als auch expliziten Prozessen liege ein einziges Gedächtnissystem oder ein einziger Mechanismus zugrunde. Im theoretischen Teil der Arbeit wird implizites Wissen als Information definiert, die ohne Intention gelernt und abgerufen wird, und die generelle Bedeutung einfacher Dissoziationen für Theorien impliziten Wissens erklärt. Ich gebe einen Überblick über die wesentlichen Forschungsprogramme in Hinblick auf Funktionen, Prozesse, Entwicklung, neuronale Korrelate und Vergessensverläufe impliziten Wissens und lege dar, daß der Vergleich der Vergessensverläufe impliziten und expliziten Wissens eine graduelle Perspektive ermöglicht, die die mit an einem einzelnen isolierten Zeitpunkt beobachteten einfachen Dissoziationen verbundenen Probleme überwindet, und auch dazu beitragen kann, die Lücke zwischen der Forschung zum impliziten Lernen und zum impliziten Gedächtnis zu schließen. In einer Reihe von vier Experimenten wurden studentische Versuchsteilnehmer Regelhaftigkeiten in der Umwelt ausgesetzt, die in eine künstliche Grammatikaufgabe (AG) oder Wahlreaktionsaufgabe (SRT) eingebettet waren. Für den Vergleich der Vergessensverläufe wurde das implizite (aus motorischen Reaktionszeiten erschlossene) und explizite (auf Wiedererkennung basierte) Wissen der Versuchspersonen jeweils vor und nach einem Behaltensintervall erfaßt. Die Befunde zeigen, daß sowohl in der AG als auch der SRT explizites Wissen schneller zerfällt als implizites. Darüber hinaus lieferte eine Interferenz-Aufgabe, die anstelle des Behaltensintervalls eingesetzt wurde, das gleiche Dissoziationsmuster. Schließlich wurde anhand einer Reihe von Simulationen geprüft, ob ein komputationales Ein-Speicher-Modell (Shanks, Wilkinson, & Channon, 2003) die experimentellen Befunde erklären kann. Die Simulationen zeigen, daß das Modell nur dann in Übereinstimmung mit den Daten gebracht werden kann, wenn zwischen den verschiedenen Meßzeitpunkten Veränderungen in den Parametern (a) der gemeinsamen Repräsentationsstärke für implizites und explizites Wissen, und (b) der Reliabilität des expliziten Maßes eingeführt werden. Meine Dissertation schlägt also (1) einen konzeptuellen Rahmen für explizites und implizites Wissen vor, erbringt (2) neue empirische Belege für Dissoziationen zwischen den Vergessensverläufen dieser Wissensformen, und identifiziert (3) die spezifischen Randbedingungen für ein Ein-Speicher- bzw. Ein-Prozess-Modell.
In this dissertation I investigate dissociations in the forgetting patterns of implicit and explicit knowledge. I claim that this approach may provide significant constraints for the assumption that a single system or mechanism determines both implicit and explicit processes. In the theoretical part, I construe a definition of implicit knowledge as information learned and retrieved without intention. I also explain the general role of single dissociations in theories of implicit knowledge. And I present an overview of the main lines of research concerned with the functions, operation, development, neural substrates, and forgetting patterns of implicit knowledge. In general, I argue that comparing the forgetting patterns of implicit and explicit knowledge may be best regarded from a graded perspective and may usefully bridge the gap between research on implicit learning and implicit memory. In a series of 4 Experiments university students were exposed to environmental regularities embedded in artificial grammar (AG) and serial reaction time (SRT) tasks. To compare the forgetting patterns, participants’ implicit (motor-performance based) and explicit (recognition based) knowledge was assessed before and after a retention interval. Taken together, the results indicate that explicit knowledge decays faster than implicit knowledge in both AG and SRT tasks. Furthermore, an interference task introduced instead of a retention interval produced the same pattern of dissociations. Finally, I conducted a set of simulations to asses the ability of a single-system model (Shanks, Wilkinson, & Channon, 2003) to account for my experimental results. The simulations showed that the model best fits the empirical data by introducing changes in the parameters related to (a) the common knowledge strength (for implicit and implicit knowledge), and (b) the reliability for the explicit test. In sum, my dissertation (1) suggests a conceptual framework for implicit and explicit knowledge, (2) provides new empirical evidence of dissociations in their forgetting patterns, and (3) identifies specific boundary conditions for a single-system model.

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Taylor, Hazel Ann. "Risk management and tacit knowledge in IT projects: making the implicit explicit." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15907/1/Hazel_Ann_Taylor_Thesis.pdf.

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This research addressed the need for in-depth investigation of what actually happens in the practice of risk management in software package implementation projects. There is strong 'official' sanction in the IT literature for the use of formal risk management processes for IT projects but there is a confused picture of their application in practice. While many potential risk factors for IT projects have been identified, and formal procedures have been prescribed for the management of these risks, there has been little work investigating how project managers assess these risks in practice and what countermeasures they employ against these risks in their projects. In particular, the study used an interpretive critical decision interview approach to focus on those areas of risk management knowledge that project managers have acquired through experience, i.e. tacit knowledge. A new categorization of risk factors emanating from three sources -- vendor, client, and third party -reveals risk factors not previously identified. Some of these new factors arise from the three sources noted, while others arise from the package implementation focus of the projects and from aspects arising from the location of the projects in Hong Kong. Key factors that cause problems even when anticipated and mitigated, and the most often unanticipated problems are also identified. The study further presents an examination of the studied managers' risk management practices, and the strategies they use to address both potential and actual problems. This examination revealed close conformance with recommended literature prescriptions at some stages of projects, and significant variation at other stages, with strategies applied being broad and general rather than risk specific. A useful categorization of these strategies into four broad groups relating to different sets of risk factors is presented, reflecting the actual practice of respondents. Tacit knowledge was revealed throughout these investigations in the variances observed between prescribed and actual practice, and particularly from an examination of project managers' decision-making practices from two different perspectives - rational and naturalistic. A hybrid decision-making model is proposed to capture the actual processes observed, and to provide prescriptive guidance for risk management practice. The investigation makes a contribution to the field of IT project risk management in three ways. First, the investigation has addressed the need for empirical studies into IT risk management practices and the factors influencing project managers in their choice and application of strategies to manage risk. Second, by examining how experienced IT project managers approach the task of managing risk in software package implementations, the study has extended our understanding of the nature of the knowledge and skills that effective IT project managers develop through experience. Third, the study makes a theoretical contribution to our understanding of IT project risk management by examining the decision-making processes followed by IT project managers from the perspective of two contrasting theories of decision-making - the rational method and the Naturalistic Decision Making theory.

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Taylor, Hazel Ann. "Risk management and tacit knowledge in IT projects: making the implicit explicit." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15907/.

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This research addressed the need for in-depth investigation of what actually happens in the practice of risk management in software package implementation projects. There is strong 'official' sanction in the IT literature for the use of formal risk management processes for IT projects but there is a confused picture of their application in practice. While many potential risk factors for IT projects have been identified, and formal procedures have been prescribed for the management of these risks, there has been little work investigating how project managers assess these risks in practice and what countermeasures they employ against these risks in their projects. In particular, the study used an interpretive critical decision interview approach to focus on those areas of risk management knowledge that project managers have acquired through experience, i.e. tacit knowledge. A new categorization of risk factors emanating from three sources -- vendor, client, and third party -reveals risk factors not previously identified. Some of these new factors arise from the three sources noted, while others arise from the package implementation focus of the projects and from aspects arising from the location of the projects in Hong Kong. Key factors that cause problems even when anticipated and mitigated, and the most often unanticipated problems are also identified. The study further presents an examination of the studied managers' risk management practices, and the strategies they use to address both potential and actual problems. This examination revealed close conformance with recommended literature prescriptions at some stages of projects, and significant variation at other stages, with strategies applied being broad and general rather than risk specific. A useful categorization of these strategies into four broad groups relating to different sets of risk factors is presented, reflecting the actual practice of respondents. Tacit knowledge was revealed throughout these investigations in the variances observed between prescribed and actual practice, and particularly from an examination of project managers' decision-making practices from two different perspectives - rational and naturalistic. A hybrid decision-making model is proposed to capture the actual processes observed, and to provide prescriptive guidance for risk management practice. The investigation makes a contribution to the field of IT project risk management in three ways. First, the investigation has addressed the need for empirical studies into IT risk management practices and the factors influencing project managers in their choice and application of strategies to manage risk. Second, by examining how experienced IT project managers approach the task of managing risk in software package implementations, the study has extended our understanding of the nature of the knowledge and skills that effective IT project managers develop through experience. Third, the study makes a theoretical contribution to our understanding of IT project risk management by examining the decision-making processes followed by IT project managers from the perspective of two contrasting theories of decision-making - the rational method and the Naturalistic Decision Making theory.

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Andersson, Linus. "Explicit eller tyst kunskap – lärande mellan projekt i kommunal sektor : Kunskapsprocesser i kommunala projekt." Thesis, Karlstads universitet, Handelshögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43479.

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Olika forskningsinitiativ har belyst vikten av att lära både i och mellan projekt, vilket medför att hela organisationen gynnas av lärande erfarenheter i slutändan. Lärande i och mellan projekt är således en kritisk framgångsfaktor för lyckade projekt i framtiden. Denna uppsats har som ambition att undersöka kunskapspro-cesser i och mellan kommunala projekt, med emfas på huruvida dessa processer skiljer sig mellan lyckade eller misslyckade projekt. M.h.a. en kvalitativ-deduktiv fallstudie, framkom det att det finns vissa skillnader på formaliseringen baserat på projektresultatet. Lyckade projekt har en större tendens att explicitgöras genom någon form av dokumentation, m.h.a. internaliserings- externaliserings- eller kombinationsprocesser.
Various research initiatives have highlighted the importance of learning both in and between projects, which means that the entire organization will benefit from learning experiences ultimately. Learning in and between projects is therefore a critical success factor for successful projects in the future. This paper is aiming to examine knowledge conversion within and between municipal projects, with em-phasis on whether these processes differ between successful or unsuccessful pro-jects. With the methodology consisting of qualitative - deductive thematic analy-sis, conducted as a case study, - with triangulation as a validation tool – the study revealed some differences in the formalization based on a project's result. The successful project is more likely to result in explicit, rather than tacit, knowledge. This knowledge dimension is achieved through internalization, externalization and combination-processes – whereas the unsuccessful project can consist of so-cialization as well as internalization, as a result of differences in the externaliza-tion of knowledge between projects.

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Kurišová, Anna. "Management znalostí." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-16771.

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The main goal of my thesis is to suggest a methodology for a knowledge management implementation and to implement this methodology in a chosen organization. The last part of my thesis deals with the critical aspects of the knowledge management implementation and possible solutions. Organizations, which haven't started with knowledge management implementation yet, are in a disadvantage compare to the organizations which have already implemented knowledge management into their processes. The importance of a human capital is still growing and the organizations need to know how to work with knowledge of their employees effectively.

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Moosa, Elvina Raquel Janine. "Knowledge Transfer from University to Industry." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1230.

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Thesis (Mtech(Quality))--Cape Peninsula University of Technology, 2011
Knowledge transfer is considered to distribute knowledge and to ensure that it is used in future. At University level, the transfer of knowledge to students is the core function, and the effectiveness is therefore critical. To identify ways to manage and transfer knowledge is a challenge for the University and industry. The demands from industry are not necessarily communicated to the University, and therefore a gap could occur.It is difficult to determine the need for quality practices in industry and the gap could, in some instances, be blamed on improper knowledge transfer at University level. The lack of knowledge transferred between students and their employers is also possible. Students could, for various reasons, find it difficult to apply their knowledge.Knowledge transfer is diverse and the knowledge transferred between University and industry could be done through different channels. Understanding how the knowledge transfer processes impacts on the University’s ability to focus on requirements by industry is sometimes ambiguous.As knowledge expands, the application thereof could also be difficult to achieve in industry. The competencies and resources at the University should be put to optimal use in order to assist with the transition from University to industry, and to assist with the application of knowledge in industry. There must be synergy between the two entities. The gap could be narrowed when there is active involvement from industry and full cooperation from the University.

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Sharif, Amir M. "Knowledge representation within information systems in manufacturing environments." Thesis, Brunel University, 2004. http://bura.brunel.ac.uk/handle/2438/2455.

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Representing knowledge as information content alone is insufficient in providing us with an understanding of the world around us. A combination of context as well as reasoning of the information content is fundamental to representing knowledge in an information system. Knowledge Representation is typically concerned with providing structures and theories that are used as a basis for intelligent reasoning. For this research however, the author defines an alternative meaning, which is related to how knowledge is used in a given context. Thus, this dissertation provides a contribution to the field of knowledge within information systems, in terms of the development of a frame-of-reference that will support the reader in navigating through the different forms of explicit and tacit knowledge use within the manufacturing industry. In doing so, the dissertation also presents the generation of a novel classification of three forms of knowledge (Structural, Interpretive and Evaluative forms); the development of a conceptual framework which highlights the drivers for knowledge transformation; and the development of a conceptual model which seeks to envelop both the content as well as the context of knowledge (Semiotic as well as Symbiotic factors). This is established through the use of an Empirical, Quantitative case study approach, that seeks to explore an interpretivist view of knowledge representation within two information systems contexts, within two UK manufacturing organisations. The first case study presents how a-priori knowledge assumptions are used in a computer aided engineering decision-making task within a high technology manufacturing company. The second case study shows how knowledge is used within the IT/IS investment evaluation decision making process, within a manufacturing SME. In doing so, both case studies attempt to elucidate the inherent, underlying relationship between explicit and tacit knowledge, via a frame-of-reference developed by the author which defines key drivers for knowledge transformation.

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McKerlie, Diane Lisa Humanski. "Explicit design knowledge : investigating design space analysis in practice and opportunities for its development." Thesis, London South Bank University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299910.

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In the context of knowledge management, the challenge for organizations is to convert individual human knowledge into structural capital so that the knowledge becomes persistent in the organization, making it more accessible and hence more usable. How to codify the knowledge of a workforce, including the tacit knowledge of experts, and how to apply that codified knowledge with success are unresolved issues. The conversion of individual knowledge into structural capital is of particular relevance in the field of design. Design is a complex activity that creates valuable knowledge. However, that knowledge is often implicit, unstructured, and embedded in procedures, methods, documentation, design artifacts, and of course in the minds of designers and other project stakeholders. In addition, design teams are often multidisciplinary and include experts who apply tacit knowledge to arrive at solutions. Design projects extend over time so that the risk of losing design knowledge increases. Information in itself is not knowledge for the purposes of structural capital. A user interface (UI) design specification for example, does not capture the knowledge used to create that design. The specification tells us what the artifact should be, but it does not tell us how the design came to be or why it is the way it is. Design rationale (DR) is a field of study surrounding the reasoning behind design decisions and the reasoning process that leads to the design of an artifact. The objective of creating a design rationale is to make the reasons for design decisions explicit. Design space analysis (DSA) is one perspective on design rationale that explores alternative design solutions and the assessment of each against design objectives. The rationale behind design decisions provides insight about the design knowledge that was applied and is therefore, of interest to the structural capital of organizations. Moreover, the process of making the rationale explicit is of interest to the domain of user interface design. The challenge for UI designers and the question addressed in this research is how to make the design rationale explicit and use it to effectively support the design process? The proposed solution is to conduct design space analysiS as part of the process of de.slgn. To. test this solution it is important to explore the implications of generating design rationale in practice and to explore whether DSA reflects the knowledge that expert deSigners apply. The "DSA study" demonstrated and examined the use of design space analysis by UI experts in a long-term, practical, design setting. The findings suggest that design space analysis supports communication and the reasoning process, and it provides context around past design decisions. It was also found that conducting design space analysis encourages designers to accumulate design ideas and develop an understanding of design problems in a systematic way. In addition, the study showed that designers are capable of producing and using the notation, but that the effort to conduct DSA is an obstacle to its use in practice. Conclusions are drawn that DSA can structure the reasoning aspect of design knowledge. The "design skills study" identified the skills that user interface experts apply in practice. The findings indicate that many of the skills of UI experts correspond to the skills that are emphasized by DSA. The study emphasized the pervasiveness and importance of the communication activity in design, as well as the role of reasoning in communication and decision making. The study also identified design activities that receive comparatively little attention from UI experts and design skills that may be comparatively poor. Conclusions are drawn that DSA reflects in part the knowledge that designers apply in practice. Findings from the above studies point to two approaches that maximize the positive effects of DSA and minimize the effort to conduct a design space analysis. I describe these approaches as coaching and heuristics. Informal evaluations indicate that coaching and heuristics warrant further investigation. The findings from each of the studies have implications for design space analysis. These are discussed around several themes: the tension between the processes of designing and structuring design knowledge, the trade-off in effort between structuring design knowledge and interpreting unstructured design knowledge, design knowledge and the complementary roles of communication and documentation, and DSA as it pertains to expert and novice designers. It is inevitable that where there are new findings and solutions there are also new questions to be explored. Several interesting questions raised by these investigations suggest an agenda for future work.

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Björklund, Lars. "The Repertory Grid Technique:Making Tacit Knowledge Explicit : Assessing Creative Work and Problem Solving Skillls." Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69231.

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This third volume in the International Technology Education Series provides insights into developments in technology education research in terms of methods and techniques. The importance of the book is that it highlights the uniqueness of the area of technology education in terms of content, and learning and teaching processes, and the need to provide methods and techniques to capture this uniqueness when undertaking research. The book comprises research methods and techniques being used by a range of current researchers. Each chapter includes details of the method or technique, but does so in terms of a project where it was used. This provides important contextual material that will help researchers when developing research projects. The book contains research methods and techniques that are new in general as well as ones new to technology education and ones that are variations to existing methods and techniques to make them suitable for use in technology education research. This book should be of interest to research students, teacher educators, researchers and policy-makers who are involved in technology education.

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Andréasson, Josefin, and Sofie Hellström. "Tiga är silver men tala är guld : en undersökning av kunskapsförvandling i projektbaserade företag." Thesis, University of Kalmar, Baltic Business School, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-79.

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Tacit knowledge refers to the knowledge that is located inside individuals; it is not expressed or written like explicit knowledge. Inherently, tacit knowledge is often limited solely to one person and consequently individually based. Project based companies need to acknowledge the importance of transforming tacit knowledge into explicit in order to preserve the knowledge inside the organisation. If the knowledge is not transformed, there is a great risk of losing the knowledge when a key individual leaves the organization.

One way of transforming the tacit knowledge is through Nonaka’s and Takeuchi’s knowledge spiral. But the knowledge spiral ignores some wider issues that should be included in order to achieve a transformation. This thesis shows that the knowledge spiral is a good base but the organisation has to provide a supporting context and an open culture to create an environment where a transformation can be accomplished. This thesis stresses that a transformation is not always the ultimate choice since it is not, at all times, possible. In some cases, distribution of tacit knowledge throughout the organisation is a better alternative to preserve the knowledge. A distribution can, for instance, be done through learning by doing. The thesis demonstrates that an organisation has to choose either a transformation or a distribution. The choice depends on which alternative that brings the most improvements, advantages and effectiveness for the organisation. The situation will then, as a consequence, decide whether the knowledge is to be transformed or not.

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Gröhn, Pia, Divyateja Kasu, Michał Swiac, and Ali Zafar. "Organizing the Organization : Recommendation of development for explicit and tacit knowledge sharing at a University Library in North America." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61921.

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This report works with a case provided in the course IS/IT for Organizing, Communication and Coordination II at Linnaeus University, Sweden. The case involves a University in North America that is renovating and revamping and, in essence, reinventing its library along with the services offered by the library and the facilities within. Along with the university staff in charge of the library renovations, the group analysed the possible gaps in the current working ecosystem and discussed how they can be improved upon. It was found out and understood that there is a lack of cohesion in the way the library staff generate, store and share documents and resources, which was intertwined with the lack of team culture and sense of professional community. Useful information was said to be in silos in the form of staff members that were somewhat disconnected from each other. This information was often in the form of explicit knowledge that was not easily accessible and tacit knowledge that was, in a sense, locked away since it was involuntarily not being shared. The group preparing this report used the theoretical background of knowledge management and knowledge sharing, along with a Soft Systems Methodology approach, to provide recommendations that the professionals in charge of the library renovations could execute upon during their plans. The recommendations revolve around organizing the organizational knowledge and bringing more cohesiveness to the way the staff and systems generate, store and share this knowledge, leading the way towards a knowledge-friendly culture. The proposed solutions elaborated by the group take Nonaka’s two types of knowledge (1994) into consideration: explicit and tacit knowledge. The recommendations begin with organizing the knowledge with aims of easier retrieval by users, using Shared Folder platforms or Content Management Systems. The active creation and sharing of knowledge shall be supported using blogs, wikis and e-learning authoring systems. Sharing of tacit knowledge can be enhanced by a Yellow Pages of the library staff, Community of Practice and through mentoring and networking activities.

Rapport inom Informatikskurs 5IK501 IS/IT for Organizing, Communicating, and Coordinating II, läsåret 2016/2017

Report in the Informatics course 5IK501 IS/IT for Organizing, Communicating, and Coordinating II, year 2016/2017

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Wahlström, Catarina, and Gustaf Sellin. "Den dolda kompetensen : en longitudinell undersökning mellan åren 2007 - 2009 av fem gotländska småföretag." Thesis, Gotland University, Department of Business Administration, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-100.

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In this thesis we will discuss the importance of human resource development in smaller companies and if it will change from when the Swedish economy was in an economic boom and later on came to be in a recession. We choose to use a more qualitative approach for this research in order to conduct a more in-depth study of five smaller sized companies located on Gotland, Sweden. In order to limit our research we had as an ambition to answer these following questions:

• What obstacles are there when it comes to human resource development and knowledge transference within smaller sized companies?

• What can simplify or enable human resource development and knowledge transference within smaller sized companies?

• Does the teaching process change to a more tacit human resource development between co-workers when there is less room for conventional human resource development?

The result of the research came to show that the biggest barrier, when it comes to competence development within smaller companies, is time. However, our research also showed that a majority of the companies has changed from a more external educational plan to a more internal educational plan which focuses on keeping the human resource development within the company. This in turn makes it easier for the companies to manage time and integrate the learning process into a usual workday for employees.

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Correa, Maite. "Metalinguistic Knowledge and the Acquisition of the Spanish Subjunctive by Learners at Three Proficiency Levels." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195552.

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One of the most controversial topics in Applied Linguistics is the role of learners' metalinguistic knowledge (MK) in second language (L2) learning and teaching. There seems to be no agreement between those who propose that MK is essential for L2 learning and those who believe that it can even be detrimental for L2 acquisition.Additionally, the subjunctive has been reported to be one of the most difficult structures to master for L2 learners of Spanish. It has been suggested that the subjunctive is acquired fairly late in an acquisition hierarchy of Spanish grammar and that, as a consequence, learners must reach a stage where they can produce syntactically sophisticated utterances in order to be "ready" for acquisition.Taking an Information Processing (IP) approach to language learning as a framework, this dissertation investigates the relationship between MK and grammatical accuracy by learners of Spanish at beginning, intermediate, and advanced levels of proficiency. Their MK is assessed through a set of terminology and grammaticality judgment tasks. Their mastery of the Spanish subjunctive is evaluated through a set of receptive and productive tests involving different subordinate clauses.The three groups of participants are compared with respect to their MK and their mastery of the subjunctive, and it is examined whether MK correlates with mastery of the subjunctive. Findings include: 1) an improvement on both subjunctive accuracy and terminology knowledge across levels; 2) a positive correlation between English MK and Spanish MK; 3) a positive correlation between MK and accuracy in the use of the subjunctive; and 4) agreement between the learners' acquisition hierarchy within the subjunctive and teaching order of subjunctive substructures.The findings show that MK has a positive impact on the mastery of this "difficult" structure. They are also consistent with other experimental studies that suggest that explicit instruction has a positive impact on L2 learning. The late and uneven acquisition of the subjunctive demonstrated by the subjects in this study also suports the hypothesis that there are "many subjunctives" to learn and that learners will not acquire this structure until they are developmentally ready (third year of instruction).

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Van, Beek Willem Schalk Burger. "Knowledge management within the pyrometallurgical industry / Willem Schalk Burger van Beek." Thesis, North-West University, 2008. http://hdl.handle.net/10394/4185.

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The aim of this study is to provide a theoretical background on the knowledge management principles required in determining the current state of knowledge management within the Pyrometallurgical industry. Emphasis is placed on identifying initiatives that is required for embedding tacit knowledge within an organisation. Knowledge is what people know and there is no knowledge without someone knowing it. Knowledge can be present in ideas, judgement, relationships and concepts. Unlike data and information, knowledge is never static but is continually shaped inside peoples' heads through experience, reasoning and the inflow of new stimuli. Tacit knowledge is the information about work processes and products that individuals hold above and beyond what organisations has documented. It is the "tricks of the trade" that promote smooth organisational functioning, overall know-how, and competitive advantage. In order to ensure that an organisation maintains its competitive advantage, special focus must be placed on tacit knowledge management. The state of knowledge management within the Pyrometallurgical industry in South Africa was assessed in the use of survey questionnaires. The Pyrometallurgical industry has still got a long way to go in order to ensure that the tacit knowledge is embedded within their organisations. Key areas of concerns are the lack of experienced mentors as well as enough resources in order to foster tacit knowledge transfer. A practical tacit knowledge management framework is proposed in order to assist management in looking after this critical asset of their organisation.
Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.

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McCleery, Jennifer Ann. "Effects of explicit instruction and concept focus on student declarative content knowledge and problem solving skills /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9987238.

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Thesis (D. Ed.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 128-137). Also available for download via the World Wide Web; free to University of Oregon users.

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Levén, Pernilla, and Henrik Mohn. "A Diversity Perspective on Knowledge Transfer at Nordic Trading Floors : Does wearing suits and playing golf help the employees to learn?" Thesis, Linköpings universitet, Företagsekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139725.

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Background: This thesis is about knowledge transfer and diversity at Nordic trading floors. The research is focusing on knowledge transfer and how it is influenced by diversity and the ties between homogenous people. Purpose: The purpose of this study is to understand how the knowledge transfer could be more efficient at Nordic trading floors and whether employees prefer to share knowledge with employees to whom they either have a weak or strong social tie to. We also want to see how homogenous people impact the flow of knowledge transfer. Methodology: This research is conducted through a case study of respondents working at trading floors at two different banks in the Nordic countries. The data is mainly collected through quantitative surveys and qualitative interviews. Conclusions: Knowledge transfer at Nordic trading floors is implemented through different types of training and mentoring and by keeping up with strong social ties which is feeding the sociocultural arena. Homogenous people are contributing to knowledge transfer by spreading tacit knowledge while networking and socializing with each other. Wearing suits and playing golf might therefore help employees at Nordic trading floors to learn more.

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Klusák, Aleš. "Řízení intelektuálního kapitálu s využitím moderních metod." Doctoral thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2010. http://www.nusl.cz/ntk/nusl-233738.

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Dissertation thesis deals with the management of intellectual capital in a company, its level and the current state of the environment of our companies, with the help of modern methods of management and especially management skills. It is a very current topic. The current development of the society and its transformation into the information society can be characterized as a transition from the era of competitive advantage based on information to the era of competitive advantage based on the creation, storage and use of knowledge. Knowledge is today becoming a critical strategic resource for business activities and other economic development of organizations. The aim of this dissertation thesis is to access the level of awareness of knowledge management in the environment of companies operating in the Czech Republic and try to propose a set of recommendations, on which companies will be able to proceed with implementation, respectively improving the level of knowledge management in their practice. Dissertation thesis is based on the theoretical background obtained during the secondary research, focuses on the general concept of knowledge management, its most important parts such as definition of data, information and knowledge, knowledge worker, the internal culture of organization and implementation options. It also focuses on current situation and obstacles, that hinder the implementation of knowledge management into our societies. Another part is devoted to primary research, whereby are set conclusions and recommendations to address issues, leading into the last part with its own set of proposals. The last part is also devoted to its own contributions to science, practice and educational process.

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Overlack, David John. "Using explicit knowledge models and best practice guidelines to improve humanitarian outcomes through the development of a knowledge tool for international health workers." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/1611.

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This study attempts to improve Red Cross health workers’ access and use of information to improve decision making processes through understanding the deficiencies and limitations that currently exist within the Red Cross movement around knowledge management. The development of mobile computing and communication devices is transforming how aid organisations collect, use and transform data into actionable knowledge. A portable reference resource has been developed for humanitarian health workers along with a proposed modified decision-making framework.

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Jensen, Jessie Ruth. "Examining the Effects of Explicit Teaching of Context Clues in Content Area Texts." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3076.pdf.

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Larsson, Nicklas, and Emmanuel Ekedozie. "Fostering Knowledge sharing through HRM practicesin Competence Call Center." Thesis, Högskolan Dalarna, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37574.

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It is no longer news that organizations are now highly dependent on knowledge assets as a primary source of competitive advantage. It is for this reason that knowledge is considered as powerful because it one aspect that guarantees sustainable source of success of any organization. This thesis survey the postulation of knowledge codification and non-codification in the knowledge management perspective in a chosen company. The study of knowledge management perceives codification and noncodification as knowledge that can be retained, reused, shared and management. However, the existing studies pay little or no attention as to how both codificationand non-codification can be adopted at same time in an organization as a process to better improve value. In these regards, the research poses to examine, how both concepts can be used by human resource managers to foster knowledge within the organization. The research was carried out by examining several departments with special interest on the Human Resource Section of a consulting and service providing company (Competence Call Center) situated in Barcelona, Spain. It is important to note that this company has several branches and as such have a central repository where knowledge is stored for use and reuse by all workers. The study was actioned using a qualitative approach where interviews were made to the participants. Being a consulting and service providing company, the study focused on finding how codification of knowledge and human resource management practices which is linked to non-codified knowledge can be used to foster the sharing of knowledge in the organization and also, to know how the company codifies knowledge in such a way that it is not lost and can be reused by workers. The study finds that CCC being a company that check contents on social media platforms, such as Facebook, has a central repository were knowledge is stored, and a major finding is that such knowledge is stored in different languages which can be accessible to employees. Even though we examine the Barcelona branch of this company, it was discovered that all branches have similar working culture (cultural-fit) entailing that during recruitment decisions, that some sort of cultural training especially in information technology (IT) is carried out by the Human resource management department. These findings indicates that the knowledge domain of this company is of a codified nature and can be easily accessed but in addition CCC also ensures that noncodified knowledge is shared between workers through HRM practices. In the analysis, focus is on how codified and non-codified knowledge is shared inside the company. By this statement, we pose to say that the knowledge sharing is more than just codifying information or sharing non-codified knowledge, in contrast knowledge sharing is to create, to share, to retain and to reuse knowledge between individuals, individuals sometimes find difficult the process of knowledge sharing. Hence, in the adoption of codified and non-codified knowledge within the organization, the combination of working culture and other structured strategies or standardized professional roles for individual development, can pave way for the employee transparency and aid in improving individual domain knowledge.

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Belegu, Alba. "Knowledge transfer and learning : A case study conducted in Company X in UK." Thesis, Umeå University, Umeå School of Business, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-18609.

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Project management has become a natural way of conducting activities in companies. The goal is continuous improvement in project performance. The way knowledge is managed in the company is crucial for gaining competitive advantage. Knowledge management and learning, has been recognized by academics and practitioners as important to achieving success and improvement in projects.

Achieving continuous improvement is considered a difficult task. The difficulty lies in capturing and storing the knowledge and learning from one individual to another and from one project to another. In this study the researcher has reviewed the mechanisms and processes from recent research which are supposed to facilitate knowledge transfer and learning. Nevertheless, the academic and practitioner researchers do not seem to have a common ground on how to facilitate knowledge transfer and learning, even though there are many mechanisms and processes suggested. Their results are not concurrent in effective and efficient facilitation of knowledge and learning.

The researcher has conducted a qualitative case study through seven interviews. The empirical study was done in a Company X which provides air traffic services. It shows that some of the practices institutionalized by Case Company X are different from what the literature suggests. Moreover, the environment wherein these mechanisms and processes co-exist is particular from what the literature suggests. A learning landscape of Case Company X is identified based on the empirical data. Recommendations and suggestions are provided in the end to increase knowledge transfer and improve learning in and between projects at Case Company X.

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Rebane, Henry. "Säkerställa kunskapsöverföring vid agil systemutveckling : Hur Knowledge Management bör samspela med agila metoder." Thesis, KTH, Industriell ekonomi och organisation (Inst.), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-124375.

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Kunskap anses idag vara den viktigaste faktorn för att skapa konkurrenskraftiga organisationer. I projektverksamheter har kunskap ännu större betydelse, då medarbetarna är uppdelade i fristående projekt och distansen mellan dem är större än i traditionella linjeverksamheter. Detta har resulterat i omfattande forskning kring Knowledge Management (KM) i projekt-organisationer. Forskningen har då utgått ifrån traditionell projektledning som härstammar ifrån tillverkningsindustrin. Inom systemutveckling har nya projektledningsmetoder utvecklats som är anpassade till denna bransch och kallas för agila metoder. Inom detta område saknas det forskning och eftersom systemutveckling är en kunskapsintensiv bransch är det intressant att undersöka hur KM bör anpassas till agila utvecklingsmetoder. Studiens syfte är att skapa förståelse kring hur kunskapsöverföringen kan förbättras hos organisationer som bedriver systemutvecklingsprojekt utifrån agila metoder. Detta har åstadkommits genom en fallstudie på Trafikverkets avdelning för systemutveckling. Data-insamling har skett genom observationer och semistrukturerade intervjuer med tio anställda på Trafikverket samt med tre oberoende experter inom agil systemutveckling. Studien visar att agil projektledning förbättrar resultat och kunskapsöverföring inom systemutvecklingsprojekt (intra-projektlärande), eftersom systemutveckling domineras av tyst kunskap som agila metoder är bra på att ta vara på. För att förbättra kunskapsöverföring för hela organisationen (inter-projektlärande) behövs dock ytterligare stöd. Organisationer bör anta ett holistiskt synsätt med hänsyn till KM-strategi, ledningsstöd, företagskultur, incitament, processer, IT-verktyg, kommunikation, utbildning och mätvärden. Praktiska rekommendationer ges för hur dessa nyckelfaktorer kan förbättras. KM-strategin är den övergripande nyckelfaktorn som bör ha syftet att förbättra nätverkande och interaktion mellan människor. Dokumentation av kunskap bör ske lätt och dynamiskt med syftet att kartlägga var i organisationen kunskap finns. Övriga nyckelfaktorer fungerar som stödjande funktioner för att kunna uppnå KM-strategin.

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Lekay, Letitia Luette. "Exploring knowledge sharing and creation practices among a selection of library staff at the University of the Western Cape." Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3621_1365585235.

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The aim of this study was to determine whether or not knowledge was shared and created in the library of the University of the Western Cape (UWC). The study adopted the SECI model of Nonaka and Takeuchi (1995) as its theoretical framework. The service delivery points at the UWC library are as follows:
Circulation section, which deals with walk-in
users. These are users who, on a daily basis borrow books from and return books to the library. This section normally deals with queries such as users whose library cards are
blocked due to outstanding library fines. It comprises front - desk staff, shelf attendants and inter-library loan staff members.
Staff members working in the information section (IS)
are referred to as faculty librarians (FAC/L&rsquo
s), who are regarded as section heads and liaise with faculties on campus on a regular basis. The information section deals with walk-in
users on a daily basis.
The other sections, namely cataloguing, acquisition and periodicals, provide mostly &lsquo
behind the scenes&rsquo
services, but their work is of such a nature that
users have no access to their sections due to the strict policy with regard to areas of the library in which staff are working with new books and journals. Books and journals that are
not on the cataloguing system are kept in the acquisitions and cataloguing section. This also has a significant impact on service delivery in the library. These sections have to
ensure that books and journals are processed, in order for users to get access to these resources. This study attempted to answer the following research questions
Is there
evidence of knowledge sharing and creation in the UWC library? If so, what practices currently exist?
How do staff share and create knowledge for service delivery not with general
library users, but within and between the acquisitions, cataloguing and information sections?

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44

Zihlman, Kirk A. "Is physical practice necessary for parallel development of implicit and explicit sequence knowledge? Evidence from observational learning." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3761.

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The present experiment evaluated Willingham & Goedert-EschmannÂs proposal (1999) that physical practice is required to support the parallel activation of explicit and implicit systems during practice of an SRT task. Individuals either physically executed or observed an individual producing a repeating 12-element sequence. Models and observers were provided with explicit information regarding the sequence or were uninformed. Congruent with previous findings, providing explicit instructions resulted in a significant decrease in response times to sequenced stimuli during acquisition. Individuals who physically performed the sequences during practice exhibited performance during direct and indirect tests consistent with parallel activation of both the explicit and implicit systems. Unexpectedly, performance on the indirect test for the observers that revealed explicit learning was similar to that reported for the model, indicating parallel activation also occurred during observation. This finding addresses some of the predictions made by WillinghamÂs COBALT (1998). Furthermore, a subset of observers revealed no explicit knowledge of the 12-element sequence but performed well on the indirect test. Learning via the implicit system during observation is congruent with recent behavioral data of Bird and colleagues (2005).

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45

Obayi, Raymond. "The mediating effect of organisations' dynamic capabilities on tacit and explicit knowledge sharing processes in virtual enterprises." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15309/.

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This study examines the dynamics of knowledge sharing among firms that are engaged in a special case of collaborative networks known as Virtual Enterprises. Virtual enterprises use information technology to manage the constraints imposed on business ventures by space (geography), organisational structure, and time-barred operations. The study adopts the Socialisation-Externalisation-Combination-Internalisation (SECI) process-based model of knowledge sharing developed by Nonaka and Takeuchi (1995) to operationalise the processes for tacit and explicit knowledge sharing. Using survey data collected from 202 firms with current or past virtual enterprise experience, the study set out to examine the mediating role of three organisational dynamic capabilities that have been implicated in previous studies as antecedent knowledge sharing meta-routines in collaborative networks, namely; Absorptive Capacity, Transactive Memory Systems, and Organisational Interoperability. Nine hypotheses were proposed to examine the mediating role played by these three dynamic capabilities on the knowledge sharing processes for achieving three key knowledge sharing outcomes - innovation, adaptation, and replication - in virtual enterprises. Two additional hypotheses were put forward to examine the interactions between the processes for tacit knowledge sharing (socialisation and externalisation) and explicit knowledge sharing (combination and internalisation) respectively. The survey data was analysed using structural equation modeling. The findings showed that the three dynamic capabilities played varying mediation roles in the process of tacit and explicit knowledge sharing for innovation, adaptation, and replication. The interaction effects for both tacit and explicit knowledge sharing processes on innovation was significant but non-significant results were obtained for the interaction effects on adaptation and replication. The study makes an important theoretical contribution by reconceptualising the somewhat static SECI model of knowledge sharing and incorporating a gestalt of dynamic capabilities to account for the dynamism that is required for knowledge sharing in such collaborative ventures. Dynamic capabilities have been conceptualized in the literature as cumulative, experience-based meta-routines that enable firms to improve their ordinary capabilities. This study contributes to practice by demonstrating the role of a gestalt of dynamic capabilities in enabling effective knowledge sharing processes in collaborations, which could inform the assessment of potential VE partners to select those with dynamic capabilities that either complement or augment those of focal firms in collaborative ventures.

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Moe, Cornelia, and Tuomi Catalina Zarate. "Kunskapsöverföring från projekt till projekt : En fallstudie om ett svenskt tv-produktionsbolags arbete med överlämningar och kunskapsöverföring." Thesis, Malmö universitet, Malmö högskola, Institutionen för datavetenskap och medieteknik (DVMT), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40942.

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Projektarbetsformen blir allt vanligare samtidigt som fler och fler organisationer arbetar i projektform. Inom dessa multiprojektmiljöer bör man kontinuerligt säkerställa att kunskap och erfarenheter förs vidare mellan olika projekt för att bli framgångsrik inom sin marknad. Trots att fördelarna med kunskapsöverföring länge erkänts i projektbaserade organisationer så varierar effektiviteten kring fenomenet. Detta tros bland annat bero på svårigheterna med att gå från teori till praktik samt att de modeller och teorier som finns saknar struktur för själva genomförandet. Efter ett försök att kartlägga litteraturen inom detta mångfacetterade fält hittade vi en kunskapslucka angående hur kunskapsöverföring kan te sig inom tv-branschen. Därfär har en kvalitativ fallstudie gjorts på ett tv-produktionsbolag. Studien syftar till att bidra till ökad förståelse kring hur kunskap överförs mellan projekt samt hur man säkerställer kunskapsöverföring. Studien utgår ifrån att kunskap definieras enligt Nonaka och Takeuchis (1995) teori om implicit och explicit kunskap. Studien bygger på kvalitativ forskning i form av sex intervjuer med projektledare och VD, två fokusgrupper med tio projektanställda samt en dokumentanalys på överlämningar skrivna av projektdeltagare. Resultatet visar att det finns många olika typer av kunskapsöverföring inom organisationen. Den kunskap som överförs mellan projekt i organisationen är mestadels kunskap med explicit karaktär i form av dokument. I dagsläget är det huvudsakligen projektledarna som ansvarar för att kunskapsöverföring sker mellan projekt, i huvudsak genom att uppmana projektdeltagare att göra skriftliga överlämningar. Hos projektdeltagarna finns det god vilja att bidra till kunskapsöverföringen men organisationen saknar en huvudsaklig strategi. Slutsatserna konstaterar att ledningen bör implementera ett systematiskt arbetssätt angående organisationens kunskapsöverföring för ett effektivt arbete mot ett organisatoriskt lärande. Slutsatserna belyser även att synen på kunskap är mångtydig och att det handlar om mer än bara explicit och implicit kunskap. För att diskussionen om kunskapsöverföringen inom organisationen ska kunna utvecklas måste organisationen identifiera kunskapstyperna ytterligare samt förstå dessa för att konkretisera dem.
Project work is becoming more common as more and more organizations are working in project form. Within these multi-project environments, one should continuously ensure that knowledge and experience are passed on between different projects in order to be successful in their markets. Although the benefits of knowledge transfer have long been recognized in projectbased organizations, the effectiveness of the phenomenon varies. This is believed to be due, among other things, to the difficulties in moving from theory to practice as well as to the existing models and theories lacking a structure for implementation. Following an attempt to map the literature in this multifaceted field we found a gap in knowledge regarding how knowledge transfer can look within the television industry. Therefore, a qualitative case study has been done at a television production company. This study aims to contribute to an increased understanding of how knowledge is transferred between projects and how to ensure knowledge transfer. The study assumes that knowledge is defined in accordance with Nonaka and Takeuchi’s (1995) theory of implicit and explicit knowledge. This study is based on qualitative research in the form of seven interviews with project managers and CEO, two focus groups with ten project employees and a document analysis submission written by project participants. The result shows that there are many different types of knowledge transfer within the organization. The knowledge that is transferred between projects in the organization is mainly knowledge with explicit character in the form of documents. Currently the project managers are responsible for the transfer of knowledge between projects, which is done by inviting project participants to make written submissions. The project participants are glad to contribute to the transfer of knowledge, but the organization lacks a main strategy. The conclusions state that management should implement a systemic approach to the organization’s knowledge transfer for effective work towards organizational learning. The conclusions also highlight that the view on knowledge is ambiguous and that it is about more than just explicit and implicit knowledge. In order for the discussion of knowledge transfer within the organization to develop, the organization must further identify the types of knowledge and understand them in order to make them concrete.

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47

Krunic, Jelena, Madelene Lilleberg, and Sandra Nevby. "Att effektivisera kompetensbevaring i två organisatoriska kulturer : Ett examensarbete i innovationsteknik." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27461.

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Ämnet kompetensöverföring och kompetensbevaring är ett aktuellt ämne för dagens arbetsmarknad. Generationen Baby Boomers, den ovanligt stora efterkrigsgenerationen, personer födda mellan 1946 – 1964 (Valueoptions, 2015), kommer de kommande 10 åren att gå i pension vilket riskerar att även deras komptetens går förlorad. Kompetensöverföring och kompetensbevaring är även aktuellt vid ett ägarskifte eller en nyanställning. Om kompetensöverföringen inom organisationer inte sker på ett korrekt sätt så löper det en stor risk att värdefull kunskap går förlorad. Kompetensen och den tysta kunskapen är viktiga att identifiera och bevara till nyanställd personal. Vår uppsats syftar till möjliggörandet av kunskapsöverföringen samt hur man kan göra det på ett effektivt sätt. Forskningsfråga Hur kan kompetensbevaring ske i ett personalskifte utan att förlora värdefull kompetens? Syfte Syftet med studien är att se hur man på ett enkelt sätt kan genomföra kompetensbevaring utan att förlora värdefull kompetens. Resultatet kan sedan användas av företag i framtiden. Studien kommer att lyfta fram eventuella problematiska aspekter samt värdefullt verktyg för en lyckad kompetensbevaring. Förutsättningar, differenser samt möjligheter på två helt olika företag kommer att undersökas och analyseras för att nå ett resultat med studien. Metod En kvalitativ forskning har utförts med strukturerade- och semistrukturerade intervjuer på två olika företag där bakgrundsliggande aspekter har undersökts som innefattar kultur, miljö och arbetssätt som möjliggör en god kunskapsöverföring. Vi har intervjuat en HR-specialist på Fortifikationsverket samt två chefer och två rådgivare på SEB-banken. Litteraturen i studien omfattar områden där förutsättningarna för en korrekt organisatorisk kunskapsöverföring uppstår och där personalen i fråga är motiverade och har viljan att delge sina kompetenser. Resultat Resultat av studien är en innovativ kompetenbevaringsmodell, som kan användas av företag med brister i sin kompetensöverföring vid rekrytering och bevaring av personal. Vi har undersökt förutsättningar, differenser samt möjligheter på två helt olika företag och analyserat det för att nå resultatet. Modellens validitet har säkerhetsställts av Näshultastugor AB, ett företag som inte var insatta i studien från början, utan togs in endast för detta syfte.

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Besslich, Valerie, and Ekaterina Zalizniuk. "The Knowledge Creation Process in High Reliability Organizations : A case study on intra-team learning at the Lambohov Fire Station." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-160000.

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Each organization has its specifics that affect the way knowledge is created and transferred. The existing literature in the field of knowledge creation, studies contemporary organizations and currently does not consider special cases such as high reliability organizations. Therefore, the aim of this thesis is to complement the existing knowledge creation model by describing the knowledge creation process for high reliability organizations using the case study of the Lambohov Fire Station. A qualitative case study was conducted and carried out with the help of Lambohov Fire Station through non-participant observations and semi- structured interviews with one of the fire brigades. Our research has revealed that the learning processes in HROs differs from the existing theoretical framework. According to the literature, knowledge is created through conversion of tacit and explicit knowledge, while at the fire station the conversion involves tacit and implicit types of knowledge.

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Wen, Jianyong. "Hybrid approach of neural networks with knowledge based explicit models : with applications to a ping pong playing robot /." [S.l.] : [s.n.], 1995. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=11009.

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Wise, Alyssa Friend. "Designing online conversations to engage local practice a framework for the mutual development of tacit and explicit knowledge /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274921.

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Thesis (Ph.D.)--Indiana University, School of Education, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2816. Adviser: Thomas M. Duffy. Title from dissertation home page (viewed Apr. 14, 2008).

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Dissertations / Theses on the topic 'Explicit knowledge'

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