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The SECI model of knowledge dimensions (or the Nonaka-Takeuchi model) is a model of knowledge creation that explains how tacit and explicit knowledge are converted into organizational knowledge. The aim is to change the explicit knowledge of the model back into the tacit knowledge of the employees. [ 1 ]
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.
Ikujiro Nonaka (野中 郁次郎, Nonaka Ikujirō, 10 May 1935 – 25 January 2025) was a Japanese organizational theorist and Professor at the Graduate School of International Corporate Strategy of the Hitotsubashi University, best known for his study of knowledge management.
Knowledge transfer icon from The Noun Project. Knowledge transfer refers to transferring an awareness of facts or practical skills from one entity to another. [1] The particular profile of transfer processes activated for a given situation depends on (a) the type of knowledge to be transferred and how it is represented (the source and recipient relationship with this knowledge) and (b) the ...
Knowledge as a flow can be related to the concept of tacit knowledge. [10] [11] [12] While the difficulty of sharing knowledge is in transferring knowledge from one entity to another, [13] [14] it may prove profitable for organizations to acknowledge the difficulties of knowledge transfer and adopt new knowledge management strategies ...
A Knowledge Transferring Assessment combines the knowledge assessment directly with the knowledge transfer. In this sense it is a specific form of an Online Assessment / E-assessment / Computer-based assessment implementing a "Pull Learning Approach". [ 1 ]
Knowledge transfer practices; Knowledge recovery practices; Information technologies used to capture, store and share knowledge. Knowledge retention projects are usually introduced in three stages: decision making, planning and implementation. There are differences among researchers on the terms of the stages.
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.