Collaborative technologies and knowledge management in psychiatric hospitals in South West Nigeria

2020 ◽  
pp. 026666691989556 ◽  
Author(s):  
Oluyemi Folorunsho Ayanbode ◽  
Williams E. Nwagwu
Keyword(s):  
Professional Development ◽  
Knowledge Creation ◽  
Explicit Knowledge ◽  
Psychiatric Hospitals ◽  
Sample Survey ◽  
Quantitative Research Methods ◽  
Team Members ◽  
Collaborative Technologies ◽  
Development Therapy ◽  
Therapy Team

This study examined the relationships among KM (knowledge creation, sharing), professional development, therapy team’s (TT’s) operation modes, interaction modes and collaborative technologies’ use determinants. A sample survey research design and mixed methods approach that combined quantitative research methods guided the study. Quantitative data was collected from 283 therapy team members in two psychiatric hospitals in Nigeria using a self-administered questionnaire. SPSS version 22 and SPSS (AMOS) version 23 were used to analyse the data. Knowledge creation and knowledge sharing impacted significantly on professional development. Therapy team members’ Intellectual capability, increased innovation, disciplinary specialisation and professional learning are dependent on their creation and sharing of knowledge. Disciplinary socialisation, transdisciplinary socialisation, collaboration and communication summarise their day-to-day operations. Collaboration and knowledge creation and sharing have a very strong relationship. Working together with colleagues is directly related with creation and sharing of both tacit and explicit knowledge. Learning by practical experience, brainstorming of ideas, sharing of clinical information and best practice of medical profession are positively impacted by collaboration. Documentation of such knowledge is needed to promote its sharing and safeguard knowledge loss in psychiatric hospitals.

Use of Collaborative Technologies for Knowledge Management in Psychiatric Hospitals in Southwest Nigeria

Mousaion ◽  
2019 ◽  
Vol 37 (3) ◽  
Author(s):  
Oluyemi Folorunso Ayanbode ◽  
Williams Ezinwa Nwagwu
Keyword(s):  
Knowledge Management ◽  
Psychiatric Hospitals ◽  
Task Interdependence ◽  
Sample Survey ◽  
Team Members ◽  
Collaborative Technologies ◽  
Southwest Nigeria ◽  
Transfer And Retention ◽  
Retention Of Knowledge ◽  
Therapy Team

This article concerns the study examining the use of collaborative technologies (CTs) for the acquisition, creation, sharing, transfer, and retention of knowledge by therapy team members (TTMs) in psychiatric hospitals, and the determinants of the use of CTs as well as how they relate to knowledge management (KM) practices. The skills of the TTMs in the use of CTs were also investigated. Carried out within the positivist and constructivist paradigms, a sample survey was conducted among TTMs from two purposively selected psychiatric hospitals in Southwest Nigeria. Quantitative data was collected from self-administered questionnaires completed by 283 TTMs and was analysed using the Statistical Package for Social Sciences (SPSS) 22. Qualitative data was collected from interviews conducted with four heads of departments. The study showed that the TTMs in the relevant hospitals used 26 different CTs for knowledge acquisition, creation, sharing, transfer, and retention. The largest proportion (84.5%) of the respondents confirmed that skill in the use of CTs determined the use of CTs for KM practices. More than half (54.3%) of the TTMs were highly skilled in the use of CTs for KM practices. The findings suggested that the respondents were positively inclined towards the use of CTs and that they were involved in the use of various CTs to facilitate KM practices and processes. It was found that task interdependence was characteristic of the TTMs’ work in the selected psychiatric hospitals, and that, to benefit from the potential advantages of task interdependence and to effectively employ CTs in operations and processes, TTMs’ skills in the use of CTs should be developed. In addition, professional ties among experts in different fields of specialisation should be encouraged.

scholarly journals Collaborative Technologies for Knowledge Management: Making the Tacit Explicit?

10.28945/2567 ◽  
2002 ◽  
Author(s):  
Vicki Romaldi
Keyword(s):  
Knowledge Management ◽  
Tacit Knowledge ◽  
Knowledge Creation ◽  
Explicit Knowledge ◽  
Critical Component ◽  
Collaborative Technologies ◽  
Organisational Knowledge ◽  
Tacit And Explicit Knowledge ◽  
Knowledge Management Initiatives

The theory of organisational knowledge creation indicates the distinction between tacit and explicit knowledge is extremely important in corporate knowledge management efforts. Additionally, in this context, the sharing of tacit knowledge is considered to be a critical component of successful knowledge management initiatives. This paper explores the value of using collaborative technologies as enablers of knowledge management. It primarily focuses on the conversion of tacit knowledge to explicit knowledge through the use of technologies with hyperlinking and hypermedia capabilities. Organisational issues surrounding the capture of tacit knowledge are also introduced by discussing the essential ingredients of successful knowledge management programs.

Professional Development through Web 2.0 Collaborative Applications

2014 ◽  
pp. 1332-1355
Author(s):  
Indi Marie Williams ◽  
Bolanie A. Olaniran
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Developed Countries ◽  
External Factors ◽  
Cultural Variation ◽  
Cultural Challenges ◽  
Collaborative Technologies ◽  
The World ◽  
Collaborative Applications ◽  
Potential Benefits

This chapter presents a fresh look at collaborative applications and their use in professional development and informal learning. The chapter addresses some of the cultural challenges impacting collaborative technologies, especially given the fact that these technologies are transplanted from developed countries into regions of the world that are only beginning to understand their significance. Therefore, the chapter points to the importance of and the needs to allow cultural variation and differences in usage. The chapter acknowledges the fact that collaborative technologies possess great potential for both professional development and informal learning, but cautions that external factors, such as culture and community, be taken into account to realize potential benefits.

Professional Development through Web 2.0 Collaborative Applications

2012 ◽  
pp. 1-24
Author(s):  
Indi M. Williams ◽  
Bolanie A. Olaniran
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Developed Countries ◽  
External Factors ◽  
Cultural Variation ◽  
Cultural Challenges ◽  
Collaborative Technologies ◽  
The World ◽  
Collaborative Applications ◽  
Potential Benefits

This chapter presents a fresh look at collaborative applications and their use in professional development and informal learning. The chapter addresses some of the cultural challenges impacting collaborative technologies, especially given the fact that these technologies are transplanted from developed countries into regions of the world that are only beginning to understand their significance. Therefore, the chapter points to the importance of and the needs to allow cultural variation and differences in usage. The chapter acknowledges the fact that collaborative technologies possess great potential for both professional development and informal learning, but cautions that external factors, such as culture and community, be taken into account to realize potential benefits.

The Impact of Culture on the Application of the SECI Model

2010 ◽  
pp. 26-47 ◽  
Author(s):  
Markus Haag ◽  
Yanqing Duan ◽  
Brian Mathews
Keyword(s):  
Organizational Culture ◽  
National Culture ◽  
Knowledge Creation ◽  
Explicit Knowledge ◽  
Organizational Knowledge ◽  
Seci Model ◽  
Organizational Knowledge Creation ◽  
Contextual Environment ◽  
The Impact

The concept of culture and its relationship with Nonaka’s SECI model, a widely used model of organizational knowledge creation, is discussed in this chapter. Culture, in various forms, is argued to impact on the SECI model and the model itself is embedded in a certain context. This context determines the characteristics of the knowledge creation modes as described by SECI and therefore makes the model either more, or less, pertinent in a given context. This is regardless of whether that context is primarily determined by national culture, organizational culture or other factors. Differences in emphases in a given contextual environment on either tacit or explicit knowledge also impacts on knowledge creation as defined by SECI. Finally, it is emphasized that being conscious of the cultural situatedness of the SECI model can lead to a more adequate use of the model for organizational knowledge creation.

A learning-by-doing based framework for micro-knowledge management in project contexts

2020 ◽  
Vol 39 (4) ◽  
pp. 529-536
Author(s):  
Ibrian Caramidaru ◽  
Andreea Ionica ◽  
Monica Leba
Keyword(s):  
Knowledge Management ◽  
Knowledge Creation ◽  
Human Resources Management ◽  
Relevant Literature ◽  
Learning By Doing ◽  
Lessons Learned ◽  
Staff Retention ◽  
Management Tools ◽  
Team Members ◽  
Coherent Integration

BACKGROUND: There is a general acknowledgement of projects as sites of knowledge creation, but in multi-project contexts, we witness at times a lack of robust procedures that would ensure harvesting the lessons learned. OBJECTIVE: This paper aims at providing an operational conceptual framework for micro-knowledge management, depicting knowledge as created by individuals performing project activities. METHODS: Documentation on relevant literature and observation of current managerial practices and tools, in order to use the underpinnings of experiential education for managing learning-by-doing knowledge creation. RESULTS: Developing the framework led to identifying the decision-making processes in micro-knowledge management and their correlation with human resources management Secondly - we have shown the need for a coherent integration of knowledge deliverables into the project management tools and practices, especially in the context of the COVID-19 pandemic. CONCLUSIONS: Micro-knowledge management points to a recurrent assessment of the opportunity for micro-knowledge codification and/or staff retention based on tacit professional or biographical knowledge of the project team members. The framework offers a balance between the detachment of knowledge from the owners, in codification, and affirming the irreducible tacit and personal dimensions of learning-by-doing.

Innovation and Driven Knowledge Management

2011 ◽  
pp. 392-427 ◽  
Author(s):  
Eng K. Chew ◽  
Petter Gottschalk
Keyword(s):  
Knowledge Management ◽  
Absorptive Capacity ◽  
Asset Management ◽  
Knowledge Creation ◽  
Explicit Knowledge ◽  
Idea Generation ◽  
External Knowledge ◽  
It Managers ◽  
New Knowledge ◽  
And Performance

As described in Chapter X, fundamental to the company’s innovation capabilities is the level of collaboration and knowledge management capabilities available to support the innovation process. The ability of an organization to identify, acquire, and utilize external knowledge, known as knowledge absorption, can be critical to the firm’s operational success (Adams, Bessant, & Phelps, 2006). A survey by Adams et al. (2006) shows that three areas of knowledge management are critical for innovation management: idea generation, knowledge repository (including the management of tacit and explicit knowledge), and information flows (including information gathering and networking). Further they note that several researchers have found that the firm’s ability to “absorb and put to use new knowledge,” known as knowledge “absorptive capacity,” has direct impact on the firm’s innovation and performance (Chen, 2004; Tsai, 2001). Popadiuk and Choo (2006) have further shown that innovation and knowledge creation are related. Innovation is a result of knowledge creation. Innovation is related to the firm’s ability to combine new knowledge with existing knowledge to create new knowledge that is unique to the firm. It is also related to the firm’s ability to diffuse knowledge throughout the organization so that the organization as a whole increases its absorptive capacity. Knowledge diffusion can be facilitated by IT infrastructure and knowledge management system. Knowledge management is aimed at leveraging internal and external knowledge to create value from the firm’s intangible assets. According to Metaxiotis and Psarras (2006), knowledge management contributes to value creation by enhancing: intellectual asset management, operational efficiency, customer and competitor intelligence, continuous improvement, organizational learning, innovation in products and services, and time to market. They report of findings from American Productivity and Quality Center that greater emphasis should be made by firms on “using knowledge management to become more efficient innovators.” To leverage knowledge management for business innovation, IT managers must first understand the basic principles, theories, and practices of knowledge management. Next, they must understand how knowledge management will contribute to innovation. This chapter aims to address both topics to help make IT managers become the IT innovators.

Interesting Knowledge Patterns in Databases

2011 ◽  
pp. 297-304
Author(s):  
Rajesh Natarajan ◽  
B. Shekar
Keyword(s):  
Knowledge Creation ◽  
Explicit Knowledge ◽  
Business Environment ◽  
Knowledge Discovery In Databases ◽  
Individual Level ◽  
Knowledge Based ◽  
Transactional Databases ◽  
Rich Information ◽  
The Individual ◽  
Combination Mode

Knowledge management (KM) transforms a firm’s knowledge-based resources into a source of competitive advantage. Knowledge creation, a KM process, deals with the conversion of tacit knowledge to explicit knowledge and moving knowledge from the individual level to the group, organizational, and interorganizational levels (Alavi & Leidner, 2001). Four modes¾namely, socialization, externalization, combination, and internalization¾create knowledge through the interaction and interplay between tacit and explicit knowledge. The “combination” mode consists of combining or reconfiguring disparate bodies of existing explicit knowledge (like documents) that lead to the production of new explicit knowledge (Choo, 1998). Transactional databases are a source of rich information about a firm’s processes and its business environment. Knowledge Discovery in Databases (KDD), or data mining, aims at uncovering trends and patterns that would otherwise remain buried in a firm’s operational databases. KDD is “the non-trivial process of identifying valid, novel, potentially useful, and ultimately understandable patterns in data.” (Fayyad, Piatetsky-Shapiro, & Smyth, 1996). KDD is a typical example of IT-enabled combination mode of knowledge creation (Alavi & Leidner, 2001).

scholarly journals Trust for Knowledge Creation in Nepalese Hospitality Industry

2019 ◽  
Vol 12 (1) ◽  
pp. 37-44
Author(s):  
Pushpa Maharjan
Keyword(s):  
Knowledge Creation ◽  
Work Experience ◽  
Hospitality Industry ◽  
Age Groups ◽  
The Self ◽  
Primary Data ◽  
Current Position ◽  
Team Members ◽  
Significant Difference ◽  
Educational Groups

This paper examines different factors promoting trust for knowledge creation in the hospitality industry such as hotel, travel and trekking agencies. The study is based on primary data with 382 responses. The self-administered questionnaires is used to collect the perceptive opinions from the respondents. The study concludes that hospitality industry employees’ the “honest and reliable team members” and “truthful employees” are most important factor to trust for knowledge creation while “employees have mutual faith in others’ abilities” influences less. There is no significant difference between response of gender, age groups, educational groups, work experience groups, marital status, current department and current position groups in the context of trust.

scholarly journals Learning Professionalism on the Touch-Line: Pedagogical Challenges and Recommendations

2018 ◽  
Vol 13 (3) ◽  
pp. 290-298 ◽  
Author(s):  
Colin Johnson ◽  
Lucy Hammond
Keyword(s):  
Professional Development ◽  
Role Models ◽  
Teaching And Learning ◽  
Hidden Curriculum ◽  
Curriculum Planning ◽  
Team Members ◽  
Health Care Students ◽  
Workplace Readiness ◽  
Reflective Practitioners ◽  
Pedagogical Frameworks

Context:Professionalism education is essential for the professional development and workplace readiness of allied health care students across the globe, but it presents a pedagogical challenge for educators. Students' understanding of professionalism varies at different educational stages and across different disciplines.Objective:To conceptualize professionalism education, with a particular focus on the sports environment, and to apply pedagogical frameworks to professionalism education in this field.Background:Traditional approaches to teaching professionalism have focused on role models; however, poor role modeling and the “hidden curriculum” present a threat to student professional development. Specific challenges to learning professionalism become apparent in the sports environment where students are exposed to cultures and practices that may be discordant with what is taught in the classroom.Synthesis:The idea of threshold concepts provides a useful pedagogical framework for conceptualizing the challenge of learning professionalism for students and can help to uncover the hidden curriculum. The evolving professional curriculum provides a framework for student professional development, focusing on developing students as reflective practitioners, skilled communicators, and collaborative team members. Students need to learn the skill of reflective practice, which can be facilitated through structured reflective models, reflective journal writing, and critical reflective group discussions. Creating opportunities for authentic reflection and discussion can facilitate students linking theory to real-world practice and help to make sense of their experiences.Recommendation(s) and Conclusion(s):Pragmatic recommendations for curriculum planning, teaching, and learning activities; stakeholder engagement; and research are proposed to develop professionalism education in the sports environment and to mitigate some risks presented by the hidden curriculum.

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