Knowledge management strategies and organizational improvisation: what changed after the emergence of technological turbulence caused by artificial intelligence?

PurposeThis paper aims to analyze the moderating effect of technological turbulence caused by artificial intelligence on the relationship between the traditional knowledge management strategies of personalization (tacit knowledge) and codification (explicit knowledge), and organizational improvisation, which refers to the firm's ability to generate ideas and respond to changes in the technological environment in real time. Until now, individuals have played a key and indispensable role in organizational improvisation since they are the owners of tacit knowledge and users of explicit knowledge.Design/methodology/approachThe research model was tested in a sample of firms from sectors in which the adoption of intelligent robots is growing.FindingsBoth personalization and codification have a positive and significant influence on improvisation, the former to a greater extent. Nevertheless, when technological turbulence caused by artificial intelligence occurs, the relationship between personalization and improvisation is weakened, whereas the link between codification and improvisation is strengthened.Originality/valueContrary to the pre-digital literature consensus, explicit knowledge is becoming the new major driver of organizational improvisation, while tacit knowledge sharing is losing strength and relevance. This finding may be a first indication that intelligent robots are the new exponents of improvisation for their ability to respond to changes in the environment in real time because of a combination of explicit knowledge, beyond being a mere support tool for humans.

Adopting the Concept of ‘Ba' and the ‘SECI' Model in Developing Person-Centered Practices in Child and Adolescent Mental Health Services

The concept of knowledge is divided into explicit and tacit knowledge; explicit knowledge refers to the knowledge that can be articulated, written and stored, while tacit knowledge refers to personal experiences, values, beliefs and emotions of an individual. By Nonaka's theory, explicit and tacit knowledge do not lie separately but interact together by interactions and relationships between human beings. Thus, the SECI model is based on the assumption that knowledge is created through the social interaction of tacit and explicit knowledge; known as knowledge conversion. The SECI model is based upon four modes of knowledge conversion; socialization, externalization, combination and internalization. 'Ba' is considered to be a shared platform for knowledge creation. 'Ba' is a shared space, be it physical, mental or a combination of both that serves as a foundation of knowledge creation. Ba involves sharing of tacit knowledge i.e. emotions, feelings, experiences and mental images. It also involves the formation of a collective relationship which is open to the sharing of practices, values, processes and culture. This concept focuses mainly on the individual as a person who holds the knowledge rather than just on the knowledge itself. It aims to create a common space to bring people together where they can dialogue to share and create knowledge. As in the relationships formed in person-centered practices, relationships formed in Ba are based on not just the sharing of objective knowledge but also on sharing values, beliefs, and emotions. It also reflects the formation of a person-centered environment as a basis for person-centered research where healthful relationships with the participants are formed. Furthermore, Ba will aid in creating a sense of connectiveness and dialogue, thus focusing on the idea that the development of new practices is done with others rather than to others. In this article we will discuss how these Eastern concepts can be adapted and used to develop person-centered practices within child and adolescent mental health services, specifically related to rehabilitation and recovery. The concepts of personhood will be discussed, followed by a reflection on current practices adopted when working with children and adolescents.

Knowledge Sharing Through Enterprise Social Media in a Telecommunications Context

This study investigated the motivators knowledge workers employ when sharing knowledge though enterprise social media (ESM) in a telecommunications context. A questionnaire was distributed among knowledge workers in one of the leading telecommunication companies in the Sultanate of Oman. Based on the Structural Equation Modelling-Partial Least Squares (SEM-PLS) analysis of 100 responses from knowledge workers, results showed that technological motivators had significant effects on knowledge workers’ knowledge sharing through ESM. Further analysis based on the knowledge type indicated that technological motivators and organizational motivators significantly impact knowledge workers’ tacit knowledge sharing, whereas only technological motivators impact knowledge workers’ explicit knowledge sharing. This study provides decision makers with useful insights on the motivators of sharing knowledge through ESM and further advances knowledge workers’ learning and business operations, especially in under-investigated countries.

Forecasting Supply Chain Demand Approach Using Knowledge Management Processes and Supervised Learning Techniques

In today’s context (competition and knowledge economy), ML and KM on the supply chain level have received increased attention aiming to determine long and short-term success of many companies. However, demand forecasting with maximum accuracy is absolutely critical to invest in various fields, which places the knowledge extract process in high demand. In this paper, we propose a hybrid approach of prediction into a demand forecasting process in supply chain based on the one hand, on the processes analysis for best professional knowledge for required competencies. And on the other hand, the use of different data sources by supervised learning to improve the process of acquiring explicit knowledge, maximizing the efficiency of the demand forecasting, and comparing the obtained efficiency results. Therefore, the results reveal that the practices of KM should be considered as the most important factors affecting the demand forecasting process in supply chain. The classifier performance is examined by using a confusion matrix based on their Accuracy and Kappa value.

Development of online forums with the colles model in improving student knowledge management

The purpose of this research is the development of online forum-based learning media to improve Knowledge Management in Bogor Polbagtan students with more flexibility in terms of cost, time and place. This research uses the Research and Development (R & D) method by developing learning media in the form of online forums to improve knowledge management consisting of tacit knowledge and explicit knowledge. In developing instructional media in the form of online forums, the steps refer to the research design and development of the Borg and Gall models. The subjects of this study were students of Bogor Polbagtan, meanwhile, to measure the impact of this study, using the COLLES method. Based on research findings in the field, the results of data analysis, and reflections on every trial conducted, Research and Development produces learning media, online forums for improving knowledge management among students. While the impact on the development of online forums using the COLLES method obtained a score of 4.07 which is at a good interval, which means students are comfortable and accept learning media in the form of online forums for learning tools to increase Knowledge Management.

Reward priming differentially modulates enhancement and inhibition in auditory decision-making

In cognitive sciences, rewards, such as money and food, play a fundamental role in individuals' daily lives and well-being. Moreover, rewards that are irrelevant to the task alter individuals' behavior. However, it is unclear whether explicit knowledge of reward irrelevancy has an impact on reward priming enhancements and inhibition. In this study, an auditory change-detection task with task-irrelevant rewards was introduced. The participants were informed explicitly in advance that the rewards would be given randomly. The results revealed that while inhibition related to reward priming only occurred when the participants were explicitly informed about rewards, implicit instruction thereof resulted in enhancement and inhibition associated with reward priming. These findings highlight the contribution of explicit information about rewards associated with auditory decisions.

The interplay between unexpected events and behavior in the development of explicit knowledge in implicit sequence learning

Some studies in implicit learning investigate the mechanisms by which implicitly acquired knowledge (e.g., learning a sequence of responses) becomes consciously aware. It has been suggested that unexpected changes in the own behavior can trigger search processes, of which the outcome then becomes aware. A consistent empirical finding is that participants who develop explicit knowledge show a sudden decrease in reaction times, when responding to sequential events. This so called RT-drop might indicate the point of time when explicit knowledge occurs. We investigated whether an RT-drop is a precursor for the development of explicit knowledge or the consequence of explicit knowledge. To answer this question, we manipulated in a serial reaction time task the timing of long and short stimulus-onset asynchronies (SOA). For some participants, the different SOAs were presented in blocks of either long or short SOAs, while for others, the SOAs changed randomly. We expected the participants who were given a blocked presentation to express an RT-drop because of the predictable timing. In contrast, randomly changing SOAs should hamper the expression of an RT-drop. We found that more participants in the blocked-SOA condition than in the random-SOA condition showed an RT-drop. Furthermore, the amount of explicit knowledge did not differ between the two conditions. The findings suggest that the RT-drop does not seem to be a presupposition to develop explicit knowledge. Rather, it seems that the RT-drop indicates a behavioral strategy shift as a consequence of explicit knowledge.