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EXPLORING TACIT KNOWLEDGE IN ORGANIZATIONS
Title
EXPLORING TACIT KNOWLEDGE IN ORGANIZATIONS.
Creator
Plazas, Andrea, Salas , Eduardo, University of Central Florida
Abstract / Description
There has been a growing prevalent interest to explore the role of knowledge in organizations. Bhardwaj and Monin (2006) identified the knowledge of individuals' as a valuable source of competitive advantage. An organizations well-rounded institutional memory- the organizations collective experiences (Rothwell & Poduch, 2004), fosters competitive advantage. There is a prevailing need to scrutinize the role of tacit knowledge in organizations and how it's hard to articulate nature makes it...
Show moreThere has been a growing prevalent interest to explore the role of knowledge in organizations. Bhardwaj and Monin (2006) identified the knowledge of individuals' as a valuable source of competitive advantage. An organizations well-rounded institutional memory- the organizations collective experiences (Rothwell & Poduch, 2004), fosters competitive advantage. There is a prevailing need to scrutinize the role of tacit knowledge in organizations and how it's hard to articulate nature makes it difficult for organizations to acquire and preserve institutional memory value. The aim of this review is to illustrate that tacit knowledge contributes significantly to the institutional memory value, expansion and preservation. In an effort to simplify this relationship between tacit knowledge and institutional memory, a comprehensive literature search was performed. I first discuss the role of knowledge in organizations and use the literature on tacit knowledge as a guide to explain the importance of its elicitation for institutional memory expansion and preservation. I then propose: (1) the use of tacit knowledge elicitation as a mediator, and (2) recommend training and a learning organization environment as moderators, for the contribution to take place. Finally, I suggest that organizations: (a) Elicit tacit knowledge sharing at their human capital development training programs (b) develop and implement this trainings at managerial levels, and (c) a "know-why" method to elicit and capture tacit knowledge in a reference guide, to consequently add value to the institutional memory, I conclude with a discussion of implications and limitations for the proposed perspective, and provide suggestions for future research.
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Date Issued
2013
Identifier
CFH0004492, ucf:45062
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004492
TRANSFORMING LEARNING INTO A CONSTRUCTIVE COGNITIVE AND METACOGNITIVE ACTIVITY:USE OF A GUIDED LEARNER-GENERATED INSTRUCTIONAL STRATEGY WITHIN COMPUTER-BASED TRAINING
Title
TRANSFORMING LEARNING INTO A CONSTRUCTIVE COGNITIVE AND METACOGNITIVE ACTIVITY:USE OF A GUIDED LEARNER-GENERATED INSTRUCTIONAL STRATEGY WITHIN COMPUTER-BASED TRAINING.
Creator
Cuevas, Haydee, Bowers, Clint, University of Central Florida
Abstract / Description
This study explored the effectiveness of embedding a guided, learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of a computer-based complex task training environment (i.e., principles of flight in the aviation domain). The queries were presented as "stop and think" exercises in an open-ended question format that asked learners to generate either simple (low-level elaboration) or complex (high-level...
Show moreThis study explored the effectiveness of embedding a guided, learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of a computer-based complex task training environment (i.e., principles of flight in the aviation domain). The queries were presented as "stop and think" exercises in an open-ended question format that asked learners to generate either simple (low-level elaboration) or complex (high-level elaboration) sentences from a list of key training concepts. Results consistently highlighted the benefit of presenting participants with low-level elaboration queries, as compared to the no-query or high-level elaboration queries. In terms of post-training cognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly more accurate knowledge organization (indicated by similarity to an expert model), better acquisition of perceptual knowledge, and superior performance on integrative knowledge assessment involving the integration and application of task-relevant concepts. Consistent with previous studies, no significant differences in performance were found on basic factual knowledge assessment. Presentation of the low-level elaboration queries also significantly improved the training program's instructional efficiency, that is, greater performance was achieved with less perceived cognitive effort. In terms of post-training metacognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly greater metacomprehension accuracy and more effective metacognitive self-regulation during training. Contrary to predictions, incorporating the high-level elaboration queries into the training consistently failed, with only a few exceptions, to produce significantly better post-training outcomes than the no-query or the low-level elaboration query training conditions. The results of this study are discussed in terms of the theoretical implications for garnering a better understanding of the cognitive and metacognitive factors underlying the learning process. Practical implications for training design are presented within the context of cognitive load theory. Specifically, the increased cognitive processing of the training material associated with the high-level elaboration queries may have imposed too great a cognitive load on participants during training, minimizing the cognitive resources available for achieving a deeper, integrative understanding of the training concepts and hindering successful performance on the cognitive measures. The discussion also highlights the need for a multi-faceted approach to training evaluation.
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Date Issued
2004
Identifier
CFE0000265, ucf:46221
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000265
The effect of Curriculum Organization on the acquisition of Abstract Declarative Knowledge in Computer Based Instructions.
Title
The effect of Curriculum Organization on the acquisition of Abstract Declarative Knowledge in Computer Based Instructions.
Creator
Al-Foraih, Saleh, Williams, Kent, Proctor, Michael, Rabelo, Luis, Ozkaptan, Halim, University of Central Florida
Abstract / Description
ABSTRACTThe United States of America has dropped behind many countries in terms of theScience and Engineering university degrees awarded since the beginning of the nineties.Multiple studies have been conducted to determine the cause of this decline in degreesawarded, and try to reverse the trend in US education. The goal of these studies was todetermine the proper instructional methods that facilitate the knowledge acquisitionprocess for the student. It has been determined that not one method...
Show moreABSTRACTThe United States of America has dropped behind many countries in terms of theScience and Engineering university degrees awarded since the beginning of the nineties.Multiple studies have been conducted to determine the cause of this decline in degreesawarded, and try to reverse the trend in US education. The goal of these studies was todetermine the proper instructional methods that facilitate the knowledge acquisitionprocess for the student. It has been determined that not one method works for all types ofcurriculum, for example methods that have been found to work effectively in curriculumthat teaches procedures and physical systems often fail in curriculum that teaches abstractand conceptual content. The purpose of this study is to design an instructional methodthat facilitates teaching of abstract knowledge, and to demonstrate its effectivenessthrough empirical research.An experiment including 72 undergraduate students was conducted to determinethe best method of acquiring abstract knowledge. All students were presented with thesame abstract knowledge but presented in different types of organization. Theseorganization types consisted of hierarchy referred as Bottom Up, Top Down, andUnorganized. Another factor that was also introduced is Graphing, which is a method thatis believe to improve the learning process. The experiment was completed in 8 weeks anddata was gathered and analyzed.The results strongly suggest that abstract knowledge acquisition is greatlyimproved when the knowledge is presented in a Bottom Up hierarchical fashion. On theother hand, neither Graphing nor the Top Down or Unorganized conditions affectlearning in these novice students.
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Date Issued
2013
Identifier
CFE0004644, ucf:49893
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004644
The Profession of Modeling and Simulations: Unifying the Organization
Title
The Profession of Modeling and Simulations: Unifying the Organization.
Creator
Lord, John, Caulkins, Bruce, Truman, Barbara, Maraj, Crystal, Bockelman, Patricia, University of Central Florida
Abstract / Description
The organization of Modeling and Simulation (M(&)S) as a profession started in the early twenty-first century spurred by the advent of computers and the vast networking capabilities of contemporary computing. M(&)S is still in its infancy when compared to other disciplines, such as engineering, computer science and mathematics. However, the profession has experienced significant growth in part due to the varied use of M(&)S techniques and tools within almost every discipline.Professional...
Show moreThe organization of Modeling and Simulation (M(&)S) as a profession started in the early twenty-first century spurred by the advent of computers and the vast networking capabilities of contemporary computing. M(&)S is still in its infancy when compared to other disciplines, such as engineering, computer science and mathematics. However, the profession has experienced significant growth in part due to the varied use of M(&)S techniques and tools within almost every discipline.Professional organizations and academic programs supporting M(&)S across the country have started to materialize. In a short timeframe, the growth of these supporting organizations has outpaced their ability to stay unified as a discipline, aligned with standardized Knowledge, Skills, and Abilities (KSAs) and with growing stakeholder needs.Consequently, there appear to be gaps in the M(&)S professional organization. Such as a lack of synchronization between the three primary stakeholder groups of the M(&)S profession: academia, government, and industry. The discipline's professional organization fails to recognize a single body of knowledge as an authoritative reference for M(&)S KSAs. Academic institutions do not have unanimity regarding targeted KSAs. Industry lacks the confidence to hire M(&)S professionals who have a core understanding of KSAs directly associated with the version of M(&)S used by each separate industry.This research study attempts to take a coordinated step forward in unifying the M(&)S discipline by assessing and prioritizing the current competencies and standards required of M(&)S professionals and identifying the needs and competencies valued by primary stakeholders. A survey instrument was developed in conjunction with Rebecca Leis' doctorate research. The instrument was distributed to M(&)S stakeholders to ascertain the breadth of the needed, valued, and required KSAs within the domain. The survey was evaluated by cross-referencing questions and tabulating responses. Results from this research suggest ways in which stakeholders can coordinate efforts in advancing the M(&)S professional organization and support a uniformed set of KSAs needed in academia, government, and industry now and in the future.
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Date Issued
2019
Identifier
CFE0007489, ucf:52876
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007489
The Role of Occupational Branding in the Professionalization of Technical Communication
Title
The Role of Occupational Branding in the Professionalization of Technical Communication.
Creator
Thomas, Chelsea, Jones, Dan, Flammia, Madelyn, Bell, Kathleen, University of Central Florida
Abstract / Description
This study investigates the relationship between professional identity and professional status by exploring the quest for professionalization within technical communication. An established professional identity is crucial to an occupation's professionalization process, as it enables members of a given field to create a common sense of being and facilitates a recognizable personal and collective identity. Such recognition is vital to an occupation's rise to professional status, as it creates a...
Show moreThis study investigates the relationship between professional identity and professional status by exploring the quest for professionalization within technical communication. An established professional identity is crucial to an occupation's professionalization process, as it enables members of a given field to create a common sense of being and facilitates a recognizable personal and collective identity. Such recognition is vital to an occupation's rise to professional status, as it creates a distilled image of the ideal practitioner for outsiders and forms the basis upon which claims of expertise may be made. By constructing the meaning surrounding their profession, members are able to portray an image which designates their knowledge as a scarce expertise and their profession as the appropriate source for the services they provide.A lack of professional identity constitutes the primary factor hindering technical communication from realizing the professionalization process, as it prevents the formation of practitioners' common sense of being, promotes the absence of identifiability and precludes the possibility of recognition by larger society. Without an established professional identity, the field cannot formulate a culturally-relevant perception of its role, claim professional expertise or jurisdiction over their work, or achieve the social and cultural legitimacy necessary in order to increase its professional status. By implementing processes of occupational branding within the professional project, efforts involving the construction of collective professional identity will increase professional status by enabling a group's management of professional meaning, facilitating the creation of an occupational brand and assisting in value production.
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Date Issued
2016
Identifier
CFE0006189, ucf:51137
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006189