Will You Recall What You Knew?

2010 ◽  
pp. 115-126
Author(s):  
Jerry Westfall
Keyword(s):  
Explicit Knowledge ◽  
Employee Training ◽  
Organizational Improvement ◽  
Training Material ◽  
Training Activity ◽  
Personal Impact ◽  
Seci Model ◽  
Training Materials ◽  
Maximum Benefit ◽  
Explicit Training

This chapter discusses employee recall due to training presentations. Recall is an employee’s ability to remember what they knew or have learned via a training activity. This recall is improved when one utilizes structured training material. This eliminates selective scanning and provides program control for the training material. This chapter is specifically concerned with the transition from the externalization phase to the combination phase of the SECI model where the authors turn organizational tacit knowledge into explicit knowledge. They use these explicit knowledge materials to train employees for the purpose of organizational improvement. Research into employee recall is somewhat limited at this point, but the economic and personal impact for the employee and the organization are considerable when compared to the over US$2 trillion dollars spent annually by organizations on employee training worldwide. The motivation then is to design our explicit training materials so that we receive maximum benefit from improved employee recall leading to overall improvement of our organizations.

scholarly journals Analisis Knowledge Creation dalam Institusi Pendidikan dan Pelatihan

2020 ◽  
Vol 3 (2) ◽  
pp. 168-180
Author(s):  
Denny Gunawan ◽  
Teguh Kurniawan
Keyword(s):  
Knowledge Creation ◽  
Explicit Knowledge ◽  
Employee Training ◽  
Education And Training ◽  
Learning Mechanisms ◽  
Training And Education ◽  
Training Material ◽  
Creation Process ◽  
Training Institutions ◽  
And Training

This study aims to analyze the knowledge creation process and the obstacles faced by the Ministry of Manpower's Employee Training and Education Center in terms of the SECI Nonaka approach. The research was conducted using a qualitative method, using analysis of literature studies on journals, books, and news about knowledge creation analysis, especially related to education and training institutions. The results of the analysis obtained three model approaches that can be used as a reference in analyzing the knowledge creation process. The first model is Soo's knowledge creation model, the second model is the Boisot model, and the third model is the SECI Nonaka model which emphasizes the creation of new knowledge in the organization through the conversion of tacit and explicit knowledge with the dimensions of Socialization, Externalization, Combination and Internalization. In conclusion, education and training require an appropriate learning model to determine potential participants who need to take part in the training, what materials and skills are needed, determine which instructors will provide training material, manage in-class learning mechanisms, and lesson plans. Therefore, the authors present three model approaches that can be used as a reference in analyzing the knowledge creation process. Keywords: Knowledge Creation, Education and Training, Labor

Abstract 213: Secondary CPR Training via Mobile Application Compared to Video Self Instruction Kit

Circulation ◽  
2018 ◽  
Vol 138 (Suppl_2) ◽  
Author(s):  
Andrew Murray ◽  
Shaun McGovern ◽  
Marion Leary ◽  
Benjamin Abella ◽  
Audrey L Blewer
Keyword(s):  
Mobile Application ◽  
Mobile App ◽  
Training Material ◽  
Health Apps ◽  
Training Materials ◽  
Public Health Information ◽  
Self Instruction ◽  
Cpr Training ◽  
Number Of Individuals ◽  
Hospital Cardiac Arrest

Introduction: Hands-only CPR training via a video self-instruction (VSI) kit (DVD & manikin) or a mobile application (app, video-only) allows trainees to share the training materials with others (“secondary training”). This secondary training can amplify the number of individuals trained in CPR, thus increasing the chances of bystander intervention in an out-of-hospital cardiac arrest. Health apps are an emerging tool through which public health information and education can be disseminated. No study has examined whether laypersons trained in CPR via an app share the training as frequently as those trained via VSI. Hypothesis: We hypothesized that laypersons trained via mobile app will share the training material more than those trained with VSI. Methods: This work represents a sub-investigation of an in-hospital CPR training study for families of cardiac patients. Subjects were trained with either a VSI kit or a mobile app and completed an interview 6-month post-training that measured whether training materials were shared and with how many others they were shared. Multivariate logistic regression was performed controlling for age, race and level of education to determine the likelihood that an individual shared the training. Results: Of 697 participants who completed the interview between 6/2016-5/2018, 281 stated they shared the training with at least 1 person (VSI n=213/356, App n=68/341). Subjects who received VSI training were more likely to share than those trained with the app (OR: 7.16, 95% CI: 4.91-10.43, p<0.01). Subjects trained with VSI had an average multiplier rate of 2.27 ±4.13 versus 0.56 ±1.66 (p<0.01) for those trained with the app. Subject-level analysis revealed that increased age is associated with decreased likelihood that an individual shared the training in both training arms (App OR: 0.98, 95% CI: 0.96-0.99, VSI OR: 0.98, 95% CI: 0.97-0.99). Conclusion: Subjects in the app arm were less likely to share CPR training. While it has been widely assumed that app-based solutions may afford unique dissemination opportunities, these results suggest the most effective solution to increasing hands-only CPR training may lie in kit-based options currently available. Further work is needed to determine why app-based training is shared less.

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 Knowledge Management Process in Communities of Practice of Engineering Based on the SECI Model for Knowledge

2012 ◽  
pp. 134-149
Author(s):  
Akila Sarirete ◽  
Azeddine Chikh
Keyword(s):  
Knowledge Management ◽  
Social Learning ◽  
Communities Of Practice ◽  
Knowledge Sharing ◽  
Explicit Knowledge ◽  
Management Process ◽  
High Importance ◽  
Web Technologies ◽  
Seci Model

With the vast movement toward promoting and developing models, practices, and technological environments in the engineering domain, a need exists to facilitate communication, collaboration, and coordination among its actors. Communities of Practice (CoPs) represent the natural and logical solution to answer these needs. In this paper, the authors propose a knowledge management process to exploit tacit and explicit knowledge in the engineering domain within the framework of a CoP of engineering. The approach used in this work introduces new elements in the Nonaka’s SECI model for knowledge creation. To validate the proposed process, a qualitative case study has been conducted on two CoPs, “CPsquare” and “The Cisco Learning Network”. It has been shown that CoPs and social learning impact learning as well as knowledge sharing. The use of web technologies and socio-technical approach in the management of knowledge is of high importance.

A Knowledge Transformation Model in Software Development Process

2014 ◽  
Vol 1008-1009 ◽  
pp. 1555-1559
Author(s):  
Ning Ning Jing ◽  
Su Hui Han ◽  
Xiao Mei Liao
Keyword(s):  
Software Development ◽  
Development Process ◽  
Explicit Knowledge ◽  
Transformation Model ◽  
Software Development Process ◽  
Knowledge Resources ◽  
Knowledge Transformation ◽  
Seci Model ◽  
Knowledge Group ◽  
Transformation Processes

Knowledge management plays an important role in improving software development performance and enhancing enterprises' competitiveness. In this paper, based on the basic process of software development and the SECI model, a knowledge transformation model in software development process is established. The model reveals the knowledge transformation forms and paths in each stage of the software development process. That is, along with the tacit and explicit knowledge conversion, the personal knowledge, group knowledge and organizational knowledge transformed. By these knowledge transformation processes, the new software is developed. At the same time, the innovation, accumulation and rational utilization of enterprise knowledge resources are achieved simultaneously.

scholarly journals Pengembangan Keahlian Penggunaan Microsoft Excel bagi Instruktur Pelatihan TIK Nasional bagi Disabilitas

2021 ◽  
Vol 4 (2) ◽  
pp. 130
Author(s):  
Tri Sugihartono ◽  
Rahmat Sulaiman ◽  
Sarwindah Sarwindah
Keyword(s):  
Human Resources ◽  
Students With Disabilities ◽  
Network Infrastructure ◽  
Microsoft Excel ◽  
Training Activity ◽  
Teacher Resources ◽  
Digital World ◽  
Training Materials ◽  
Training Courses ◽  
Ict Training

 Bakti Kominfo has tasks in the ICT section, namely building IT network infrastructure in disadvantaged areas. In addition, BAKTI Kominfo also has a role in developing human resources who have expertise in the IT field and keep up with the current developments, namely the Digital world. Therefore, BAKTI Kominfo conducts training for ICT teachers to provide insight as a provision to guide students with disabilities to take part in National ICT Training and Competitions. One of the training materials is Excel. In this activity in collaboration with ISB Atma Luhur to train ICT teachers with Microsoft Excel material. This training lasts for 3 consecutive days using Zoom Meeting. In the conditions of the Covid-19 Pandemic, this did not discourage us from always innovating in making and holding training courses to develop skills from ICT teacher teacher resources to assist students with disabilities. The goal is to capture the hidden competences and talents of students with disabilities. With this training activity, the ability of ICT teachers to use Microsoft Excel 2016. And from the training participants suggested to always innovate in making training training similar to other materials and to always be accompanied during training and even after training.

scholarly journals Pelatihan Pembelajaran Jarak Jauh Dengan Google Drive Dan Google Form Untuk Guru

2021 ◽  
Vol 1 (1) ◽  
pp. 17-27
Author(s):  
Endang Retnoningsih ◽  
Endang Retnoningsih ◽  
Solikin Solikin ◽  
Indra Muis ◽  
Kristiana Widiawati
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
The Internet ◽  
Adaptation Period ◽  
Additional Time ◽  
Training Activity ◽  
Training Materials ◽  
Google Drive

Abstract The learning process has shifted from conventional to technology-based. In line with the development of science, in the learning process there is a paradigm shift where the learning process must be oriented towards active learning students (student active learning). The teacher is expected to be able to present a fun learning process for students by using various learning media, so that the teacher must be creative in providing material to students. Learning media using google drive, bit.ly, and google forms are technology-based learning media that increases teaching and learning to be active and innovative with the internet. Therefore it is necessary to conduct training on making learning media using google drive, bit.ly, and google forms for teachers of SMAN 15 Bekasi City, so that they can improve their ability to implement distance learning in the adaptation period of new habits. The results of the implementation of the activity obtained an assessment of 55.2% which was Very Good in terms of material, participant responses, the relevance of the material to the participants' needs; 43.6% assessment has been good related to the material and presentation techniques; and 1.2% has had enough for one day of implementation, but it still needs additional time in providing training materials to see the participants' response was very good from this training activity. Keywords—ict; google; teachers; learning media; students.   Abstrak Proses pembelajaran mengalami pergeseran dari konvensional menjadi berbasis teknologi. Sejalan dengan perkembangan ilmu pengetahuan maka dalam proses pembelajaran terjadi perubahan paradigma dimana proses pembelajaran harus berorientasi pada siswa belajar aktif (student active learning). Guru diharapkan dapat menghadirkan proses belajar yang menyenangkan bagi siswa dengan menggunakan berbagai media pembelajaran, sehingga guru harus kreatif dalam memberikan materi kepada siswa. Media pembelajaran menggunakan google drive, bit.ly, dan google forms merupakan media pembelajaran berbasis teknologi meningkat belajar mengajar menjadi aktif dan inovatif dengan internet. Oleh karena itu perlu dilakukan pelatihan pembuatan media pembelajaran dengan google drive,  bit.ly, dan  google forms untuk Guru SMAN 15 Kota Bekasi, sehingga dapat meningkatkan kemampuan dalam pelaksanaan pembelajaran jarak jauh  di masa adaptasi kebiasaan baru. Hasil pelaksanaan kegiatan diperoleh penilaian 55.2% telah Baik Sekali dari sisi materi, respon peserta, keterkaitan materi dengan kebutuhan peserta;  penilaian 43.6% telah Baik terkait materi dan teknik penyajian; dan 1.2% telah cukup selama satu hari pelaksanaan, namun masih perlu waktu tambahan dalam pemberian materi pelatihan melihat respon peserta yang Baik Sekali dari kegiatan pelatihan ini.   Kata kunci— ict; google; guru; media pembelajaran; siswa.

scholarly journals Pengembangan Nilai Karakter Taat Melalui Aktivitas Belajar Siswa SMAN 1 Ampel Boyolali

2018 ◽  
Vol 1 (1) ◽  
pp. 21
Author(s):  
Lisa Virdinarti Putra ◽  
Anni Malihatul Hawa ◽  
Ika Silfiana Arifatul Khoiriyah
Keyword(s):  
Community Service ◽  
Learning Activities ◽  
Human Beings ◽  
Training Activity ◽  
Activity Evaluation ◽  
Lecture Method ◽  
Training Materials ◽  
Service Activity ◽  
Service Location ◽  
Participatory Method

Tujuan pengabdian ini yaitu melatih siswa untuk memiliki karakter dan etika yang baik, melatih siswa untuk dapat menaati setiap aturan yang diberikan kepadanya melalui aktivitas belajar. Lokasi pengabdian akan dilaksanakan di SMAN 1 Ampel Boyolali melalui Pelatihan dilakukan dengan metode ceramah, presentasi powerpoint, brainstorming, dan dialog. Metode yang digunakan adalah dengan metode partisipatif artinya mitra binaan secara aktif dilibatkan dalam semua tahapan kegiatan pengabdian masyarakat ini. Kegiatan ini menggunakan metode pelatihan yang dilaksanakan selama 3 (tiga) hari dengan materi pelatihan berupa ceramah, praktek, serta evaluasi yang disajikan secara bersamaan. Setelah kegiatan pelatihan, dilanjutkan kegiatan evaluasi sebagai bahan koreksi bagi penyelenggara kegiatan. Hasil evaluasi ini dapat dijadikan sebagai bahan pertimbangan bagi perpustakaan untuk melaksanakan kegiatan serupa terkait dengan kegiatan pendidikan pemakai. Hasil dari pelatihan ini diharapkan siswa memiliki karakter dan etika yang baik supaya siswa dapat menjadi manusia yang tidak hanya bertambah secara usia tetapi juga memiliki kepribadian yang baik seumur hidup.Kata kunci: karakter taat, aktivitas belajar, siswaAbstractThe purpose of this service is to train students to have good character and ethics, to train students to be able to obey ever y rule given to them through learning activities. The service location is implemented at SMAN 1 Ampel Boyolali through training conducted by lecture method, powerpoint presentation, brainstorming, and dialogue. The method used is a participatory method which means that foster partners are actively involved in all stages of this community service activity. This activity uses t raining methods that is carried out for 3 (three) days with training materials in the form of lectures, practices, and evaluations presented simultaneously. After the training activity, evaluation activities are continued as material for correction to the activity organizers. The results of this evaluation can later be used as consideration for the library to carry out similar activities related to user education activities. The results of this training are expected students to have good character and ethics so that students can become human beings who not only increase in age but also have a good  personality for life.

OP25 Organisational Learning Principles Applied To Information Retrieval

2019 ◽  
Vol 35 (S1) ◽  
pp. 5-5
Author(s):  
Thomas Macmillan
Keyword(s):  
Information Retrieval ◽  
Knowledge Sharing ◽  
Best Practice ◽  
Explicit Knowledge ◽  
Organisational Learning ◽  
Seci Model ◽  
Individual Knowledge ◽  
Face To Face Learning ◽  
Learning Principles ◽  
Tacit And Explicit Knowledge

IntroductionA key discussion point during HTAi's 2018 Meeting was how Health Technology Assessment (HTA) practitioners might borrow ideas from other industries or academic areas. Organisational learning (OL) is the study of how individual knowledge is shared within an organisation to become institutional/group knowledge. There are several models of OL, all focusing on how tacit knowledge (abstract, personalised, hard to define, action-based) is converted to explicit knowledge (definable, concrete, fixed, information-based). Effective knowledge sharing is crucial to leveraging individual knowledge to drive innovation, efficiency and effectiveness. Information retrieval is a knowledge-intensive field, with many processes requiring both tacit and explicit knowledge. Ideas from OL demonstrate ways to improve practice by increasing knowledge sharing.MethodsNonaka & Takeuchi's (1994) SECI model describes the cyclical process by which knowledge is shared. The model includes 4 stages: socialisation (tacit-to-tacit), externalisation (tacit-to-explicit), combination (explicit-to-explicit) and internalisation (explicit-to-tacit). Each stage describes how knowledge sharing takes place and highlights ways to ameliorate these processes. Information retrieval involves many elements that require or benefit from knowledge sharing and both tacit and explicit knowledge is required.ResultsIn the SECI model the Socialisation stage is characterised by face-to-face learning. Peer reviewing of search strategies, open dialogue and team working are ways of facilitating this stage. The Externalisation stage is crucial to OL. This can be seen as the practice-into-research stage; the results of successful experimentation, for example with search filters. The Combination stage is the easiest to understand. Communities of practice and inter-organisational networks can widen knowledge sharing and help refine or increase detail of best practice. The Internalisation stage is the hardest to conceptualise or measure. The extent to which guidelines become adopted in individual practice is one way to gauge Internalisation.ConclusionsInformation retrieval practitioners could benefit from thinking about ways to improve knowledge sharing. Models of OL can be instructive in this regard.

scholarly journals The Japanese Model of Knowledge Management

2012 ◽  
Vol 4 (1) ◽  
pp. 7-16
Author(s):  
Grażyna Gierszewska
Keyword(s):  
Knowledge Management ◽  
Knowledge Production ◽  
Knowledge Creation ◽  
Explicit Knowledge ◽  
Organisational Learning ◽  
Practical Application ◽  
Japanese Management ◽  
Formal Knowledge ◽  
Seci Model ◽  
New Knowledge

Abstract The effectiveness of Japanese management methodologies is making them increasingly popular with business organisations all over the world. This paper aims to present one of the least known knowledge management theories: the knowledge creation model by I. Nonaka and H. Takeuchi. In their approach to the theory of organisational learning and knowledge creation, Nonaka and Takeuchi propose a categorisation of knowledge into tacit and explicit (formal) knowledge and explore the relationships between knowledge production, transfer and application; they also address the issue of applying existing and creating new knowledge. Presented SECI model captures the conversion of tacit knowledge into explicit knowledge in four steps: Socialisation, Externalisation, Combination and Internalisation. The paper examines case studies that illustrate the practical application of the processes.

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