Tacit knowledge

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  • Current research directions are looking at Data Mining (DM) and Knowledge Management (KM) as complementary and interrelated felds, aimed at supporting, with algorithms and tools, the lifecycle of knowledge, including its discovery, formalization, retrieval, reuse, and update. While DM focuses on the extraction of patterns, information, and ultimately knowledge from data (Giudici, 2003; Fayyad et al.

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  • Attempts to understand knowledge phenomenon in organization can be traced throughout management history. Taylor (1911), in his ‘scientific management’, attempted to formalize workers’ experience and tacit skills into objective and scientific knowledge without insight that a worker’s judgement was a source of new knowledge. However, it was Barnard (1938) who shed light on the importance of ‘behavioural knowledge’ in the management processes.

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  • This book attempts two interrelated tasks. The fi rst is to arrive at an understanding of practical knowledge and how expertise is related to it. The second is to show how such an understanding informs the various educational tasks of developing expertise.

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  • Information technology is another approach to transfer skills. Hiekata et al. (2005A, 2005B, 2006, 2007) developed knowledge transfer system, which can be applied effectively to acquire knowledge of elder experts. The characteristics of each job were revealed through questionnaire and structured interviews, and the job process is analysed and represented by workflow and related documents, where tacit knowledge of some tasks can be turned to explicitly documented knowledge.

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  • Engineers use their knowledge of science, mathematics, logic, economics, and appropriate experience or tacit knowledge to find suitable solutions to a problem. Creating an appropriate mathematical model of a problem allows them to analyze it (sometimes definitively), and to test potential solutions.

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  • The contribution of VLEs to institutional knowledge management is considered. Knowledge management has received little attention in education, and a small scale, self-selecting sample online survey was used to identify the contribution of VLEs to this area.

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  • Engineers use their knowledge of science, mathematics, logic, economics, and appropriate experience or tacit knowledge to find suitable solutions to a problem. Creating an appropriate mathematical model of a problem allows them to analyze it (sometimes definitively), and to test potential solutions.

    pdf418p nt1810 23-04-2013 16 3   Download

  • Yet most people responsible for furnishing a new home have no training in interior design. They may not be aware of interior de- sign guidelines and they are unlikely to have the tacit knowledge and experience required to optimally balance the tradeoffs. In- stead such amateur designers rely on intuitive rules such as pushing large furniture items against the walls. These intuitive rules often lead to functionally ineffective and visually imbalanced arrange- ments [Lyons 2008].

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  • Looking back three years from now, I remember very well the first steps I undertook for this dissertation. Coming back from business life, I re-entered the world of academia and encoun- tered an environment that facilitated new perspectives on management, society and life. Per- sonally, those three years have been intellectually challenging and extremely enriching, some- thing I would never want to miss. At the heart of this extraordinary experience were the peo- ple who accompanied my way. In the name of all, some shall be mentioned. ...

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  • Hayek’s analysis of human cognition, both in emphasizing the dispersal and frequently the tacit character of knowledge and in relating these to the way in which the mind processes the impressions it receives from the outside world

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  • A well-resourced support structure was established to administer the programme. facilitate dialoguc, hold confidential data securely, and provide data analysis. Members provided data for the anonymous databases about their practices and about specific project results, and tirst-hand case studies for discussion at workshops. They discovered, shared and created both tacit and explicit knowledge through the fomial programme and through informal contact. Secondly, the thinking of practitioners, theorists and researchers was challenged.

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  • Discussing the implications of a paradigm change in science, Allen et al. (2001) said: “A paradigm change modifies protocols, vocabulary or tacit agreements not to ask certain questions” (p. 480). If we agree with this brilliant definition, and therefore if we accept that a scientific paradigm is “a tacit agreement not to ask certain questions,” the next step is to find out why certain questions are forbidden.

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