therefore no organizational action takes place? Nonaka and Takeuchi (1995) developed a four stage spiral model of organizational learning. They started by differentiating Polanyi’s concept of "tacit knowledge" from "explicit knowledge" and describe a process of alternating between the two. Tacit knowledge is personal‚ context specific‚
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and globalized world‚ knowledge creation and synergization of knowledge in an organization is truly crucial. As data and information are readily available‚ and information communication technology (ICT) has highly advanced‚ organizations such as B&Q need to understand how knowledge creation can assist to improve internal and external processes and also encourage innovation. In task one‚ the aim is to differentiate between possession of knowledge and practice of knowledge and examine which epistemology
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case study from a knowledge transfer perspective Z OONKY L EE AND JINYOUL LE E Department of Management‚ College of Business Administration‚ University of Nebraska-Lincoln‚ Lincoln‚ NE 68588–0491‚ USA r & Fr ci s G an An enterprise resource planning (ERP) application is an enterprise-wide package that tightly integrates all necessary business functions into a single system with a shared database. An ERP implementation often entails transferring the business knowledge incorporated in the
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ICHEC Management School of Brussels European Management Semester Abroad Project Assignment Rubin Alyans Submitted to: De Hainaut‚ R. & Lecoyer‚ J.-C. Submitted by: Avdovic‚ Elsa Bergström‚ Susanne Gök‚ Seyma Pauló‚ Eszter Patel‚ Kuntal Vlková‚ Petra Date: December 3rd‚ 2013 Table of Contents Table of Contents .................................................................................................................... i List of Figures ..............
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Technology transfer and knowledge transfer activities in Italy: a detailed analysis 1 Adriano La Vopa Marcello Puccini Phyl Speser Shiva Loccisano Luca Escoffier 1. 1.1 Tech transfer-knowledge transfer and best practices2 Introduction to tech transfer and knowledge transfer in the 21st century Humans are‚ according to the zoologists‚ animals. Like other animals‚ we need to eat‚ find shelter‚ and met our other physical needs to survive. All things being equal‚ completing the work
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Today’s knowledge special: spaghetti Knowledge has been recognized as a valuable resource necessary for organizational growth and sustained competitive advantage‚ especially for organizations competing in uncertain environment. Grant (1996) and Liebeskind (1996) argued that knowledge is an organization’s most valuable resource because it represents intangible assets‚ operational routines and creative processes that are hard to imitate. This is probably why Oticon focuses so much on knowledge assets
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References: Allee‚ V. (2002). The future of knowledge: Increasing prosperity through value networks. New York: Elsevier Science & Technology. Ardichvili‚ A.‚ Maurer‚ M.‚ Li‚ W.‚ Wentling‚ T. & Stuedemann‚ R. (2006). Cultural influences on knowledge sharing through online communities of practice. Journal of Knowledge Management‚ 10‚ (1)‚ 94-107. Barab‚ S.A. & Duffy‚ T.M. (1998). From practice fields to communities of practice. Retrieved
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1. a) How does MindTree create‚ develop‚ and sustain communities of practice? b) What role do they play at the company? Answer: a) MindTree encourages employees who share a common passion to form groups or communities for learning‚ knowledge sharing‚ business development‚ or self-development. People passionate about any particular topic have to attend a workshop to prove his/her commitment to the topic. If selected‚ these volunteers‚ called “Champions”‚ are allowed to form and lead communities.
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Locke on consent and tacit consent Note for Philosophy 166 Locke holds that one becomes obligated to obey political authorities only by one’s free and voluntary consent. Or does he? Locke: “The difficulty is‚ what ought to be looked upon as tacit consent‚ and how far it binds‚ i.e. how far any one shall be looked on to have consented‚ and thereby submitted to any government‚ where he has made no expressions of it at all.” Locke‚ later: “And to this I say that every man‚ that hath any possession
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TEACHING PHILOSOPHY A PERSONAL BELIEF 24 NOVEMBER 2010 “A good teaching philosophy evolves.” Where am I with my critical rationale about teaching and learning? What are my aims‚ values‚ beliefs‚ insights‚ and convictions in the context of Accounting education? The reality of teaching and learning is never perfect. Accordingly‚ a critical rationale of both should be a work in progress. Both teachers and students must be curious enough for lifelong learning and research‚ broad enough to accept
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