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.

INFLUENCE FACTORS OF THE TACIT KNOWLEDGE ELICITATION PROCESS: SYSTEMATIC LITERATURE REVIEW

Goal: This systematic review aimed at highlighting and performing an integrated discussion of the factors of the tacit knowledge elicitation process. Design/Methodology/Approach: The research method adopted in this study was (PRISMA) Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The databases, Science Direct, Web of Science, Scopus, and Emerald Insight were chosen based on the possibility of finding articles from collections such as Elsevier, Springer e Taylor & Francis. Search terms related to “knowledge Elicitation” are the following: "knowledge Elicitation" OR "knowledge acquisition" AND technique AND “Tacit Knowledge". Results: The main research findings listed by the article were the inclusion of a knowledge engineer considering the SECI model, the indication of predictability in the perception of episodic knowledge in a tacit knowledge elicitation process, and the hybrid adoption of knowledge elicitation techniques. Limitations of the research: The selection criteria were based only on articles written in the English language and taking into consideration the period from 2008 to 2020. Originality/value: The structure of this article was based on the indication of theoretical gaps and the need to deepen the themes underlying the process of eliciting tacit knowledge, which allowed a systematic exposure of a broad scenario that represents the scope and complexity.

Implementation of land and water controlling: case study in Sriharjo Village, Bantul District, Yogyakarta

The concept of knowledge management is required to implicate the management of human resources, natural resources, and information technology to raise the consciousness of agricultural performers of the importance of knowledge-based concepts and strategies. The problem is how to increase knowledge of human resources sustainably to improve performance and competitiveness and create a decision-making process as the first step to implement agricultural management in a more focused and measurable. Knowledge management in Sriharjo Village has begun to be developed but has not been implemented and managed optimally as a knowledge asset. This research used a qualitative approach to identify knowledge gaps and a SECI model approach to determine the implementation and knowledge management strategy. This research aims to implement a knowledge management system strategy based on water and land resources in Sriharjo Village. A Collecting data with questionnaires and interviews with respondents and taking samples of respondents in the purposive sampling method. Knowledge will disappear if only stored in a tacit form, but sharing knowledge and implementing knowledge management through the transformation of tacit knowledge into explicit knowledge can increase understanding, a consciousness of managers and users, and minimize gaps. The application of KM is necessary to share knowledge with each member of the organization, such as organize meetings, discussions, socialization, using internet media, counseling, and training to improve the performance and sustainability of the organization.

Knowledge creation and external consultants during ERP implementation: an interpretive study

PurposePrevious research has investigated knowledge transfer and the external consultant's role in it, during enterprise resource planning (ERP) implementation. In this study, the authors explore the processes through which knowledge creation happens during ERP implementation and how external consultants help operationalize the same.Design/methodology/approachThe authors engaged the SECI model of the theory of organizational knowledge creation and conducted an interpretive study that interviewed 14 ERP implementation experts in India. The interviews were transcribed and then analyzed using the ATLAS.ti package.FindingsThe findings reveal fine insights into how knowledge creation takes place during ERP implementation through the four modes of knowledge conversion – socialization (S), externalization (E), combination (C) and internalization (I). The external consultants aid in operationalizing this knowledge creation process through five types of knowledge-related activities: (I) importing external knowledge, (D) discovering internal knowledge, (E) extricating confined knowledge, (A) activating flows of knowledge and (S) solving problems using knowledge. These activities can be represented by the acronym, I-D-E-A-S.Originality/valueThe study makes two overarching contributions: (1) offering an interpretation and description of ERP implementation as a knowledge creation process and (2) extending the understanding of the external consultants' role during ERP implementation to include new knowledge creation.

The Efficacy of SECI Model for the Training of High School Teachers in Relation to Gender Equality in Vietnam

Vietnamese government policy has been one of complete equality of opportunity in schools and in wider society, both as a commitment to social justice and as a way of enhancing the economy of the nation by facilitating and encouraging much greater inclusion of women in economic activity. One of the main aims of the work was to trial programmes of training for teachers and teacher education students about gender equality in education using the model of Socialisation, Externalisation, Combination and Internalisation (SECI), first developed in Japan, which integrates knowledge acquisition with social learning activities (Nonaka and Takeuchi, 1995). The response to the programme of training using the SECI model was positive, suggesting that this approach may be an effective model for both Initial Teacher Education and Continuing Professional Development for High School Teachers in Vietnam.

Knowledge Management in Military Organizations. A Seci Model Perspective

Knowledge management is a multidisciplinary domain that involves people, technology, and processes. From these three components results a series of social, technical, and other implications which influences the way knowledge is created, stored, and transmitted through organizations. One way to express these processes is through the SECI model, based on the two types of knowledge: tacit and explicit. The four dimensions of the SECI model – socialization, externalization, combination, and internalization, have particular features from organization to organization, based on the domain of activity, organizational culture and other cultural influences, type of management, processes and so on. Considering that military organization have an essential role in assuring global security and they heavily rely on knowledge, the study of knowledge management from the SECI model point of view is important as it can offer a better understating on this domain and improve it in the studied field of activity.

‘It's in my hands’

Craft knowledge is built from examples of experience, and when experiences from many people are gathered and compared, new knowledge is developed. This requires either socialization between practitioners or a systematic collection of practice descriptions, such as in a manual. However, there is always a risk that knowledge that is difficult to put into words will never be communicated. The aim of this paper is to show how theoretical perspectives can be used as analytical tools to help us develop methods that support the communication of craft knowledge. Using an approach of research through practice in the field of gardening, and combining a tripartite theory of knowledge with a SECI-model analysis, I will discuss how it is possible to make practitioners’ subjective knowledge more readily available to others.

Using Seci To Improve Teachers’ Pedagogical Content Knowledge

Pedagogical Content Knowledge (PCK) is a form of knowledge that has a big role in determining the success of the teaching and learning process in the classroom. Teachers in one school tend to have different levels of PCK, depending on each teacher’s background knowledge and experience. Previous professional teacher development schemes in Indonesia have been held in a way that emphasises the teacher’s individual learning aspects, were held separately between different teaching subjects (such as through a Mandatory Regional Teacher Meetings based on subject matters, known as “MGMP” in Indonesia), and has a lack of documented reports about the impact of that training on teaching. This study offers an alternative way to improve teachers' PCK using the knowledge creation approach. This study used the SECI model to design a procedure to facilitate teachers from the same school to share, externalise, combine, and internalise other teachers’ PCK for their own teaching practice. The procedures of this study have addressed several problems that are found in previous attempts of using PCK in an educational setting. This study found that one cycle of the SECI model could improve teachers' PCK (F(2, 40) = 68,963, p < 0,05) and has the potential to close the gap between teachers’ PCK levels. Further research on an iterative SECI model to improve PCK with a longer timeframe and that evaluates factors that might affect the SECI process is needed to explore the potential of creating a shared perspective of PCK among teachers and create a contextual standard for a school as an educational institution. Exploratory research regarding teachers’ natural knowledge sharing and knowledge acquisition is also offered.

Perancangan Knowledge Management System Dosen untuk Menunjang Kurikulum Pembelajaran pada Mahasiswa di Institute Asia Malang

Maintaining the quality of education in higher education is the task of leaders, managers and lecturers who need to be equipped with adequate fields of expertise and knowledge as well as an understanding of quality in essence. One very important role is to maintain the quality of the human resources in it, namely the lecturer whose function is to transfer their scientific fields to students. The profession of lecturers as researchers and teachers who accompany students in transferring knowledge, it is very necessary to continue to hone and develop their knowledge fields by implementing knowledge sharing between fellow lecturers, so that it will provide added value, and will make them as lifelong learners (life-long learning) ). Meanwhile, the application of existing knowledge sharing between lecturers is only non-formal, the discussion is not yet structured, even though it has implemented the formation of a lecturer team for subject grouping, in reality it has not been carried out well. Based on these objectives, the formation of the course grouping team can be assembled properly so as to create an appropriate Knowladge Management System for every lecturer who teaches the course. Lecturers can transfer their fields of expertise and research together, so that it will produce a competent learning curriculum to equip students to take majors in the fifth semester. In this study, a Knowledge Management System with the SECI Model and FGD approaches will be built which will be applied to learning