...7.2 the most important dimension of: whether to trust your boss: benevolence. When my boss are perceived as benevolent, he/she care of all employees, if we did good job, he/she is concern about our well-being, and feel a sense of loyalty to us. And then we maybe get better salary and a good place where we want to work. Whether to trust a friend: integrity. Why someone is called a friend by us? Because the person has integrity who could wake us up when we do something wrong. we always feel positive energy from a good friend, who has good intention and strong moral discipline. When we need help, a real friend will give us a hand, that just like he/she told us before, he/she keeps their promises, “walk the talk,” and “do what they say they will do.” We could walk so far away with a good friend in the future. 7.3 Most difficult to maximize: interpersonal justice Interpersonal justice reflects the perceived fairness of the treatment received by employees from authorities, is fostered when authorities adhere to two particular rules. The respect rule pertains to whether authorities treat employees in a dignified and sincere manner, and the propriety rule reflects whether authorities refrain from making improper or offensive remarks. For the respect rule, a manager always makes orders, and an employee follows that, so they don’t have same statues during working. And a manager has his own feeling to employees, employees are not machines which are same, the manager likes some employees...
Words: 923 - Pages: 4
...yields 80 percent of their output. • 20 percent of a company’s investments produce 80 percent of its investment profits Pareto's Principle should serve as a reminder to us to stay focused on investing 80 percent of our time and energy on the 20 percent of work that’s really important. It’s not just important to “work hard” and “work smart”, but also to work smart on the right things. In this point I think it is also can link to the knowledge retention. In an organization, much of vital knowledge can be held by single people. A single subject matter expert may hold vital operational knowledge in his or her head, representing a “single point of failure” for the organization. (In here, we can say this is the 20% of employees produce 80% of a company's results.) If the person leaves, they are older, and they are reaching retirement age. This is a kind of knowledge loss, means when valuable knowledge is no longer available for the organization to use. We want to eliminate the knowledge loss we need to understand the knowledge retention. Knowledge retention in the context of losing key employees and using techniques such as...
Words: 681 - Pages: 3
...| Bridging the Knowing-Doing Gap | Exploring Tacit Knowledge & Knowledge Creation | | Conor Butler | | Abstract With billions of dollars spent each year on management training, business research, management consulting and with many books and articles written on the same subjects, it has been argued that all of this information and knowledge is not reflected in what organisations actually do Pfeffer, Sutton (2000). There is often a big gap that occurs between translating all the knowledge and information that we learn into positive actions that can be of benefit to an organisation. How often does a manager attend a training session, read a manual or be present at a conference, often at the expense of an employer, that attempts to teach them the correct way to implement a strategy or attack and solve a problematic process only for that manager to fall back to old ways of behaving?. Often people can fall back into old work habits due to time pressures, peer pressure, lack of faith in their capabilities, and sometimes by the idea that everything is going fine anyway so the need for change is not that necessary. There are many talented managers that have complex ways of thinking and possess “tacit” knowledge of internal efficiencies but would be unable to write them down in a manual. They are “unable to conceptualize their strategic insights” (Senge, 1990). A lot of this knowledge can then get lost or leave with an employee when they change jobs or retire. ...
Words: 2358 - Pages: 10
...and that there perfect forms can be the object of true knowledge. Through out his work Plato makes the distinction between objects that are real and concepts that exist in our minds. To better understand this we have to look at the characteristics that Plato bases knowledge on. Throughout this his works, Plato was always concerned with one thing, which was epistemology. Epistemology deals with the possibilities and limits of human knowledge. It tries to answer such questions as: is the world as people perceive it the basic reality, or do people perceive only appearances that conceal basic reality? Knowledge may be regarded as having two parts. There is, first of all, what one perceives using the five senses. Next there is the way these perceptions are organized by the mind to form ideas or concepts. The problem is that epistemology is based on how philosophers have understood the relationship of the mind to the rest of reality. Through the Theory of Forms, Plato links mind and reality. For the average person, common sense says that there is a real world of perceivable objects. These objects can be analyzed and understood. Philosophers have not let the matter rest there. Plato thought that the real world consisted of universal ideas, the world that people actually see is given form by these ideas and is thus less real because it is always changing, but the ideas are eternal and unchangeable. Plato says that knowledge must be certain and unquestionable, it must be infallible...
Words: 728 - Pages: 3
...Explain the difference between the “common-knowledge” material in a research paper and the material from sources to which you must give credit. Common knowledge is knowledge that is known by everyone or nearly everyone, usually with reference to the community in which the term is used. A Good example of common knowledge would be that you only drive when the light is green except when making a right turn in some states. It is important to give credit when doing a research paper, if you use quotes from another person to support your research. This information my come from books, journals or newspaper articles etc. Give an example from your field of study of a “common-knowledge” concept, idea, or fact for which no secondary support is required in a research paper. For me, in my field of study of a “common-knowledge” would be that I have check my emails every day at work to make sure that I am able to answer all enquires about veterans issues from the previous day, so that we can move forward in assisting and meeting the veterans needs Give an example from your field of a topic, question, or idea for which a secondary source must be cited or credited in a research paper. During my research for my class I had to gather as much information as I could on restaurants. I had to look through a lot of magazines pertaining to the restaurant industries. I have to cite it because it was not my own...
Words: 258 - Pages: 2
...Forbidden knowledge, different than secret knowledge, is used to describe forbidden books or other information to which access is restricted or deprecated for political or religious reasons. Forbidden knowledge is commonly not secret, rather a society or various institutions will use repressive mechanisms to either completely prevent the publication of information they find objectionable or dangerous (censorship), or failing that, to try to reduce the public's trust in such information (propaganda). Public repression can create paradoxical situation where the proscribed information is generally common knowledge but publicly citing it is disallowed. A rich set of examples exist through history. Well known to Western readers are forbidden books as defined by the Roman Catholic church in the last few centuries. Through the years of isolation in Japan and China all Western literature was forbidden. Recent (20th century) repressive regimes (e.g. communism in Eastern Europe and China) placed strong restrictions on so called "foreign propaganda". In many cases this resulted in people defending themselves by creating political jokes. Jokes through history have been a powerful instrument to undermine state authority and the public truth associated with it. Today's (2005) examples in repressive regimes are still uncountable but even liberal societies sometimes impose limits to the freedom of the individual to spread information that is not politically correct. For example, Germany...
Words: 266 - Pages: 2
...Sarah Wilson December 2nd, 2013 Knowledge/Learning essay Monday 6pm Intro Philosophy Regarding the two clashing models of the human mind in early modern epistemology (Locke’s tabula rasa and Leibniz’s Statue in Marble) I believe that nurturing, upbringing, environment and experiences are most important to a person’s success in life. Personally (I think) when a baby is born they do not possess any superior talents at that stage of their lives. While I understand (from my own experiences as a mother) that babies are capable of basic physiological functions like urination and defecation, they to possess a seemingly instinctual desire to suck/nurse. That instinct, I hypothesize, could be argued or prioritized as in-born talent according to Leibniz, seeing as to how a baby wants to do that right out of the womb. To elaborate a little further, it is my belief that as the child ages, it may become evident that they have a propensity to do certain activities particularly well, exhibiting what appears to be a “natural” talent or aptitude for what they are doing. Perhaps this activity comes easily to the child (and time goes on adolescent, then adult) because of the way their brain is hardwired? Thinking from a rationalist perspective, it is plausible that the reason why the child excels at what they do is because of the cognitive ability that they have in relation to said activity. If the child “has the smarts” to do something well, logic would lead one to believe that they would excel...
Words: 732 - Pages: 3
...Advertisement published in newspapers Government of Rajasthan Planning Department Programme Application invited for Young Interns Programme Applications are invited for Young Interns Programme from the students studying in reputed educational institutions. Only those students may apply for whom such internship programmes are a prerequisite for obtaining the degree being pursued. The Objective of the programme is to empower the young scholars to learn and spread awareness and knowledge about various government programs and services for the benefit of society and act as a bridge between the service providers and recipients. This programme is an excellent opportunity for bright students to familiarize themselves with the process of policy formulation and its implementation in the field. programme This is only an internship programme and does not provide any type of future. employment or guarantee any employment in future. Duration of the internship would range from 3 to 6 months for different categories of students. Stipend shall be paid to the candidates selected for internship. Illustrative list of institutions, areas of study, eligibility, procedure for selection and application form are available at website www.planning.rajasthan.gov.in. www.planning.rajasthan.gov.in Duly filled application form recommended by Head of Institution along with relevant documents should reach the OSD, State Innovation Council, Room No. 206, Yojana Bhawan, Tilak Marg, CScheme, Jaipur by 18.00 hours...
Words: 256 - Pages: 2
...Socrates ideas on how we come to know, proof of his point, and knowledge versus a college degree. In this research, we discuss what Socrates ideas on how we {come to know}. And the examples he uses to prove his point, as well as questions do we agree or disagree with his teachings. And there is a chance to ask a question about knowledge, if he was here today. Socrates explains another Plato’s theories about knowledge. He goes on to say that knowledge can be reality that comes from within the soul through a form of recollection, rather than not knowing at all. Before I explain that he supports it by saying the soul is immortal, in Plato’s opinion. His point is demonstrated threw a geometry experiment with a boy who knows nothing about geometry. The boy is asked to construct a square twice the size of a given square. After one or two failed attempts the boy succeeds. Now, how is this possible if he was never taught to do so. This goes back to saying that knowledge is in the inner soul; in other words the geometry was already in his soul. I definitely agree, for I have done something from a academic stand point before that I was never taught to do and succeeded. His point is that a person would not seek what they know, but rather what they don’t know, and that’s the basis of what we come to know. Socrates begins to prove his point more from a religious stand point. He goes on again about the soul is immortal, and has been born many times, and has seen all things, both...
Words: 435 - Pages: 2
...RUNNING HEAD: THE CONCEPT OF KNOWLEDGE IN KM The concept of knowledge in KM: A dimensional model Forthcoming in the Journal of Knowledge Management, Volume 10, No 6, 2006 Bertolt Meyer1 and Kozo Sugiyama2 1 Department of Organizational and Social Psychology, Institute of Psychology, Humboldt University Berlin Unter den Linden 6, 10099 Berlin, Germany bmeyer@psychologie.hu-berlin.de 2 School of Knowledge Science, Japan Advanced Institute of Science and Technology 1-1 Asahidai, Nomi, Ishikawa 923-1292, Japan sugi@jaist.ac.jp Abstract Purpose: To sharpen the concepts of tacit, implicit and explicit knowledge by linking them to findings from cognitive psychology and memory science and thus finding a possibility for measuring non-explicit knowledge. Methodology/Approach: A review of KM and cognitive science literature leads to a dimensional model of knowledge types that links the concepts from KM to more specific concepts from psychology. One central assumption of the model was empirically tested and put into practice in one small-scale KM project. Findings: The concepts in KM can be linked to concepts from psychology and thus receive theoretical support. The developed model enables psychometric access to a part of non-explicit knowledge through structural assessment techniques. Furthermore, the model has proven to be of value in a practical application in KM. Research limitations: The experiment and the practical application are too small in scope to provide full...
Words: 9610 - Pages: 39
...dipping my toes into the realm of epistemology, I thought of knowledge as something pretentious. Something that studious people would keep in their arsenal, something that seldom gave teachers their undeserved arrogance. After my first philosophy class, I was not proven wrong but I was proven to be oblivious. The word "Knowledge" bared so many meanings and implications that it left me hanging clueless. The best I could do was simply read great philosopher's writings on theory of knowledge and attempt to get a grasp on the fundamentals of epistemology. One of those great minds were Plato, the ancient greek, the epitome of western philosophy whose ideologies still stands tall up to this date. In Theaetetus, Plato succeeds in proving the Dream Theory of knowledge to be false, yet does not to give his own definition of knowledge. Where as in the Republic, during constructing Kallipolis, Plato discusses knowledge, and expresses his explicit views on epistemology. After careful inspection of Plato's two different ideas on the nature of knowledge, I was able to come up with my own definition of knowledge and suggest the possibility to know what knowledge is. As a matter of process, my theory of knowledge is heavily influenced by both of Plato's works. In Theaetetus...
Words: 1595 - Pages: 7
...We humans claims to be at the forefront of knowledge, and consider ourselves as having a better understanding of our world and its environs than any other creature. This claim of achievement or superiority may not be totally hollow if we consider the progress we have made as a race so far. But how much of the whole do we really know? How has our knowledge been possible? We recognise our own existence, and that of our environment, with the aid of our senses. Of the five senser we have, two -- those of sight and hearing are the ones that link us with the world around us. It is mainly these two senses, and a brain to control and coordinate them, that enable us to acquire knowlege and understanding about everything. How is it that these senses show such versatility as the vastness of our knowledge and abilities indicate? Are we right in assuming the ability of our senses to the extent we do? Is the knowledge that we have acquired with the help of our senses, reliable and precise? Or is our knowledge misleading? It is difficult to give convincing answers to these questions. It may also be that the answers are not always positive or encouraging. Whatever the answers, they are essentiallyhuman; from the viewpoint of humans and for the sake of humans. As they can change, with viewpoint and logic, the answers cannot be considered absolute or eternal. The reliability of our knowledge is further in doubt, because the period for which we have been existing as a race is negligibly brief...
Words: 439 - Pages: 2
...Running head: KNOWLEDGE DOMAINS AND DOMAIN LEARNING Knowledge Domains and Domain Learning Liliana Maggioni and Patricia A. Alexander University of Maryland In press Keywords: discipline, domain, learning, history, knowledge, mathematics, reading, science, writing. Abstract The roots of current disciplines and domains of study reach well back in history. An exploration of their development shows that these areas of knowledge have not only reflected cultural changes but have also influenced societies, especially through formal educational systems. Besides being characterized by their focus on a particular part of the world, disciplines are also distinguished by a specific way of thinking about their respective domains of study. Psychological research has identified several features of these pathways to knowledge (e.g., reading, writing, history, mathematics, and science) that generally define the landscape of academic practice. Although educational psychologists’ interest in how knowledge develops within specific domains has fluctuated across time, formal education throughout the world is organized around particular fields of studies and students soon come to characterize their experience of school in terms of subject matters. Thus, in education, domains seem to make a difference. The term knowledge domain refers to the part of the world investigated by a specific discipline. In other words, the domain can be characterized as the object (e.g., plants...
Words: 7525 - Pages: 31
...Innate Knowledge Universal knowledge is not to be acquired, but is innate. Plato's thoughts considered as his most influential work was the theory of having Innate Knowledge or in other words natural knowledge; implying that knowledge is already in you. I believe this statement is to be true and I argue in favor on Plato’s works in relation to the same thinking. In his work, Plato claims that innate knowledge is not earned but instead implies that knowledge is already in you from birth. Plato argues that all wisdom is recollection; he believed that individuals did not learn new things, but rather recall or recollect old information meaning it was learned prior to mortality. This dialog has a dramatic significance. He considered memory to be a method for breaking down and debating data and thought intellectual humility was vital. It can be seen how Socrates brings down Meno’s confidence when he thought that he knew what virtue was. By carefully questioning, Socrates makes Meno doubt: “Socrates, I used to be told, before I knew you, that you were always doubting yourself and making others doubt.” (Cottingham, Innate Knowledge, page 3)....
Words: 665 - Pages: 3
...Information is not knowledge, merely one of the raw materials needed to obtain it. Just as a pile of bricks is not a house -even though bricks are the raw materials necessary to build it- a pile of data is not a doctoral thesis, not even a newspaper article, although information is also the raw material you need to write them. Nobody in their right mind would mistake a house for a pile of bricks. However, this rather clumsy equivalence between something necessary –but not sufficient– to obtain an end in itself is often found in the public discourse on knowledge and information. This causes serious damage when understanding and managing the processes for acquiring knowledgeand assessing the capacity for action and communication between people, all of which are essential issues for human coexistence, the economy, and one of the cornerstones ofsociety. Before a pile of bricks can become a house we need a few more elements, but above all we need something fundamental, something that’s missing from the pile of bricks: order. The bricks in the pile are disordered, unlike the bricks in a house which are arranged in groups and joined together following a very complex order in order to achieve a specific end, namely to build a house. Exactly the same thing happens with knowledge: information, data, and other items of information arranged haphazardly or in elementary groups (for example in a database) are like a pile of bricks and –although some people insist on claiming otherwise– are...
Words: 1436 - Pages: 6
