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Knowledge retention is part of knowledge management. It helps convert tacit form of knowledge into an explicit form. It is a complex process which aims to reduce the knowledge loss in the organization. [67] Knowledge retention is needed when expert knowledge workers leave the organization after a long career. [68]
Knowledge retention concerns the behavior of knowledge that has been embedded within the organization, characterized by the organizational memory. Organizational memory, quantified by measures such as cumulative knowledge and the rate of decay over time, is impacted by experience, processes and knowledge repositories that affect knowledge ...
The third type of knowledge, innovative knowledge, is the labor of genius, such as the work of Leonardo da Vinci—who, in the late 15th century, conceptualized cutting-edge ideas like the aeroplane, the parachute, cranes, submarines, tanks, water pumps, canals, and drills. Innovative knowledge encompasses the type of learning that leapfrogs ...
The Institute for the Study of Knowledge Management in Education (ISKME), is a 501(c)(3) non-profit organization founded in 2002. Located in Half Moon Bay , California , its mission is to make learning and knowledge sharing participatory, equitable, and open.
Ikujiro Nonaka proposed a model of knowledge creation that explains how tacit knowledge can be converted to explicit knowledge, both of which can be converted into organisational knowledge. [16] While introduced by Nonaka in 1990, [ 17 ] the model was further developed by Hirotaka Takeuchi and is thus known as the Nonaka–Takeuchi model.
Organizational members are instrumental to reduce equivocality and achieve sensemaking through some strategies — enactment, selection, and retention of information. [1] With a framework that is interdisciplinary in nature, organizational information theory's desire to eliminate both ambiguity and complexity from workplace messaging builds ...
An alternative motivation theory to Maslow's hierarchy of needs is the motivator-hygiene (Herzberg's) theory. While Maslow's hierarchy implies the addition or removal of the same need stimuli will enhance or detract from the employee's satisfaction, Herzberg's findings indicate that factors garnering job satisfaction are separate from factors leading to poor job satisfaction and employee turnover.
Learning that takes place in varying contexts can create more links and encourage generalization of the skill or knowledge. [3] Connections between past learning and new learning can provide a context or framework for the new information, helping students to determine sense and meaning, and encouraging retention of the new information.
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