• International Journal of Contents
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• v.6 no.3
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• pp.65-70
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• 2010

This paper addresses the importance of knowledge management (KM) and the relationship of that theory when applied to improving interior design organizational performance in four areas: people, processes, design products, and organizational performance. Included is the way knowledge theory manifests in three different professional settings: coaching and training, designing, and service settings. Knowledge management, although well established in interior design services, requires effort in coaching and training as motivation is a critical variable. Whereas, strategies for knowledge management vary from industry to industry given diversity in situational variables, knowledge in each professional setting can be significantly aided by capturing and storing empirical, tacit, and explicit information, providing real-time electronic storage and retrieval of information [5] and consistent with transformational theory, through opening communication channels across the full range of the organization, inspiring and motivating individuals, and aligning all members of the organization toward a common vision [8]. Professional settings discussed in this paper are:(a)an learning organization enumerated in KM; (b)designing factors for managing knowledge theory themes; and (c)service, effective, efficient, and innovative KM application that is relevant to the process of developing effective KM for interior design service organizations. Folded within each will be a discussion on KM's impacts on visions, strategies, costs, and organizational performance. It has reiterated the impact of KM on one level might lead to synergistic impacts on another. Thus, KM has the potential to produce several interconnected impacts on people, design products, processes, and organizations.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.9
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• pp.549-560
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• 2020

The purpose of the study is to explore the psychological empowerment of the worker as a moderator to explain the link between knowledge sharing and innovative work behaviour within the telecommunication sector of Saudi Arabia. This study is based on a quantitative approach, having collected data through a series of questionnaires developed on previous studies. This study has applied Smart-Partial Least Squares (PLS) for the data analysis. The results revealed that there is a positive and significant relationship between knowledge sharing and innovative work behaviour. The knowledge sharing increases the competencies of the workers, bringing about more creativeness and perfection. Furthermore, this study elaborates that psychological empowerment plays an important role as a moderator in making a strong relationship between knowledge sharing and innovative work behaviour. This study concluded that the innovative work behaviour in any organisation depends on the practice, experience, and capabilities of the workers and, most importantly, the interdepartmental knowledge shared amongst them. The sharing of knowledge psychologically empowers the worker to bring creativity, modernization and excellence in the work that affects the marginal productivity, profitability, and customer satisfaction at a great extent. These factors provide long-run sustainability to business in a highly competitive market environment.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.484-495
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• 2019

This study divided pre-service elementary school teachers' knowledge conversion into four types, socialization, externalization, combination and internalization, based on their inquiry activities on the life cycle of cabbage butterfly. As research subjects, this study collected results from 24 pre-service elementary school teachers who carried out inquires on the life cycle of cabbage butterfly for about 2 months. The type of socialization indicates the conversion of tacit knowledge into tacit knowledge, and this study found out that pre-service elementary school teachers acquired and accumulated tacit knowledge from their fellow pre-service teachers, professors and even acquaintances inside and outside the lab. However, there appeared no process that they shared their tacit knowledge with other pre-service teachers or delivered it to them. The type of externalization indicates the conversion of tacit knowledge into explicit knowledge, and this study discovered some cases that pre-service elementary school teachers expressed their inner tacit knowledge into explicit knowledge. However, there was no case found that they converted the verbally-unexpressed tacit knowledge of their fellow teachers or experts into well-defined explicit knowledge. The type of combination indicates the conversion of explicit knowledge into explicit knowledge, and this study discovered some cases that they collected explicit knowledge and converted it into new explicit knowledge for the acquisition, integration and delivery or distribution of explicit knowledge. However, there were few cases that they creatively devised new explicit knowledge by acquiring new knowledge through direct observation and supplementing the existing explicit knowledge. The type of internalization indicates the conversion of explicit knowledge into tacit knowledge, and this study discovered both explicit knowledge embodied through personal experiences and explicit knowledge embodied through simulations and experiments that formed tacit knowledge in process of examining the existing explicit knowledge.

• Journal of Information Science Theory and Practice
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• v.5 no.4
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• pp.26-38
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• 2017

Even through many professional organizations increasingly use Q&A sites in their online communities for information sharing, there are few studies which examine what is really going on in the Q&A activities in professional online communities (POC). This study aims to examine the interaction patterns and contents posted in the Q&A site of a POC, KOSEN, a science and technology online community in South Korea, focusing on how actively scientific information and knowledge are shared. The interaction patterns among the participants were identified through social network analysis (SNA) and the contents in the Q&As were examined by content analysis. The results show that the overall network indicated a moderate level of participation and connection and answerers especially tended to be active. Also, there are different interaction patterns depending on academic fields. Relatively few participants were posting leaders who seemed to steer the overall interactions. Furthermore, some content related to manipulation and explanation for experiments, which are in urgent need, seem to be posted in the sites more frequently with more amounts. Combining both SNA and content analysis, this study demonstrated how actively information and knowledge is shared and what types of contents are exchanged. The findings have practical implications for POC managers and practitioners.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1099-1115
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• 2013

Collective intelligence has been focused because it plays an important role for creating knowledge. In order to solve a problem with collective intelligence, collaborative works sharing information are required. In this study, we have investigated what informations are shared while 4 science gifted students are asked for scientific explanation to the problem which is cognitive conflict. They have shared presupposition and problem in stage of problem finding, aims and means of problem solving in stage of setting up hypotheses, and constraints for evaluation and results of evaluation in stage of hypotheses evaluation. Our research tells that group can create knowledge through sharing information and make a change of their concepts. Our foundation of these spontaneous conceptual change gives an implication for gifted education.

• Journal of the Korean Operations Research and Management Science Society
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• v.33 no.3
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• pp.29-42
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• 2008

Semantic Web society initially focused only on data but has gradually moved toward knowledge. Recently rule beyond ontology has emerged as a key element of the Semantic Web. All of these activities are obviously aiming at making data and knowledge on the Web sharable and reusable between various entities around the world. If one of ultimate visions of the Semantic Web is to increase human's decision making quality assisted by machines, there is a missing but important part to be shared and reused. It is knowledge about constraints on data and concepts represented by ontology which should be emphasized more. In this paper, we propose Semantic Web Constraint Language (SWCL) based on OWL and show how effective SWCL can be in representing and solving an internet shopper's decision making problem by an implementation of a shopping agent in the Semantic Web environment.

• Journal of the Korean Institute of Intelligent Systems
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• v.8 no.3
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• pp.41-49
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• 1998

Agent, as a independent module, exchanges knowledge & information which are classified to their characteristics according to shared protocol. i.e. Agent Communication Language(AC1,). Fuzzy inference system represents the experiential knowledge as li~~guisticco ntrol rule and enables us to execute the knowledge using fuzzy inference. This study tries connecting fuzzy inference system with agent-based system and inspects applicability to hull form design through inferring principle dimension and hull form coefficients.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.100-116
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• 2020

The purpose of this study was to investigate the interaction of science PCK between two elementary school teachers by the teacher collaboration within the school. We chose the case that two teachers collaborated spontaneously in the 5th-grade science classes. Even though they had similar teaching experiences, one of them had the science PCK while the other did not. As a result of this study, two teachers began to collaborate to avoid comparisons of science classes between them. They shared the same teaching plan but practiced science teaching individually. During they taught science, they usually collaborated on the instructional sequences, student's activities, and the content of assessments. They had an in-depth collaboration when the teacher who lacked the science PCK asked help to teach problem-centered learning by science inquiry. During the collaboration, their science PCK components, especially the knowledge of instructional strategies for teaching science, shared and it affected the teacher's science practices who lacked the science PCK. However, they did not usually share the knowledge of teaching for their everyday science classes because two teachers had the perception of noninterference about their science classes. This case has the limitation that it is hard to generalize the results but teacher collaboration shows the possibility to develop the elementary school teachers' science professionalism by having peers in the school who can help them in science classes.

• Information Systems Review
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• v.12 no.1
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• pp.59-79
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• 2010

According to resource based view, knowledge is regarded as a salient factor to improve an organization's efficiency in the current fast-changing business environment. Knowledge management (KM) may encourage employees to share and exchange knowledge in the organization in order to improve and sustain a competitive advantage over other companies. The proposed research model examines the impacts of KM performances' antecedents on an employee's absorptive capacity. This study identifies KM performances as employee's satisfaction about KM and shared knowledge quality. This study considers KM performances as the major determinants that enhance his/her absorptive capacity. This study also investigates the key antecedents of KM performances. The research model posits extrinsic reward, intrinsic reward, and relational reward as the KM performances' antecedents. Furthermore, this study examines the difference of the antecedents' effects in terms of firm's type. The proposed research model was tested by using survey data collected from 1,103 employees of 2 public enterprises and 907 employees of 5 private enterprises. The findings of this study showed that employee's satisfaction about KM and shared knowledge quality play a significant role in enhancing employee' absorptive capacity. Extrinsic reward only significantly influences employee's satisfaction about KM, whereas both intrinsic and relational rewards serve as the salient antecedents of improving both KM performances. The results also shed light on the moderating role of firm's type. Theoretical and practical implications of this study are discussed.

• Safety and Health at Work
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• v.7 no.2
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• pp.171-174
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• 2016

Effective and sustainable prevention of work-related musculoskeletal disorders (WR-MSDs) remains a challenge for preventers and policy makers. Coordination of stakeholders involved in the prevention of WR-MSDs is a key factor that requires greater reflection on common knowledge and shared representation of workers' activities among stakeholders. Information on workers' strategies and operational leeway should be the core of common representations, because it places workers at the center of the "work situation system" considered by the intervention models. Participatory ergonomics permitting debates among stakeholders about workers' activity and strategies to cope with the work constraints in practice could help them to share representations of the "work situation system" and cooperate. Sharing representation therefore represents a useful tool for prevention, and preventers should provide sufficient space and time for dialogue and discussion of workers' activities among stakeholders during the conception, implementation, and management of integrated prevention programs.