How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

Information technologies exist to enable us to either do things we have not done before or do familiar things more efficiently. Metaverse (i.e. extended reality: XR) enables novel forms of engrossing telepresence, but it also may make mundate tasks more effortless. Such technologies increasingly facilitate our work, education, healthcare, consumption and entertainment; however, at the same time, metaverse bring a host of challenges. Therefore, we pose the question whether XR technologies, specifically Augmented Reality (AR) and Virtual Reality (VR), either increase or decrease the difficulties of carrying out everyday tasks. In the current study we conducted a 2 (AR: with vs. without) × 2 (VR: with vs. without) between-subject experiment where participants faced a shopping-related task (including navigating, movement, hand-interaction, information processing, information searching, storing, decision making, and simple calculation) to examine a proposed series of hypotheses. The NASA Task Load Index (NASA-TLX) was used to measure subjective workload when using an XR-mediated information system including six sub-dimensions of frustration, performance, effort, physical, mental, and temporal demand. The findings indicate that AR was significantly associated with overall workload, especially mental demand and effort, while VR had no significant effect on any workload sub-dimensions. There was a significant interaction effect between AR and VR on physical demand, effort, and overall workload. The results imply that the resources and cost of operating XR-mediated realities are different and higher than physical reality. 

/pdf/the-challenges-of-entering-the-metaverse-an-experiment-on-1rnui6a1.pdf

The challenges of entering the metaverse: An experiment on the effect of extended reality on workload

In a recent article Glisby and Holden have noted that the Nonaka and Takeuchi model of knowledge management needs to be used with caution. Its application is not universal because it must be seen primarily as a product of the Japanese cultural context from which it emerged. In the model each of the four modes is interpreted in reference to their embeddedness in Japanese cultural symbols, organizational structures and societal value systems. But we propose that, a fortiori, some aspects of this model do apply to modes of knowledge acquisition and transfer in other cultural contexts. In this paper we review the workings of the model and the four modes with reference to the cultural, organization–structural and value bases of Chinese and Arab societies. We demonstrate that the Nonaka and Takeuchi model maps partially, but differently from both Western and Japanese societies, on to each of these cultural contexts. In these cultures managers and organizational members will share knowledge with those with whom they already have a trustful relationship. This paper explores the implications of the fact that in China and the Arab world the sharing of knowledge cannot be taken for granted outside this context of trustful relationships. Copyright # 2005 John Wiley & Sons, Ltd.

Cultural Embeddedness and Contextual Constraints: Knowledge Sharing in Chinese and Arab Cultures

As companies begin to develop competence in managing internal knowledge and applying it towards achieving organizational goals, they are setting their sights on new sources of knowledge that are not necessarily found within the boundaries of the firm. Customer knowledge management comprises the processes that are concerned with the identification, acquisition, and utilization of knowledge from beyond a firm’s external boundary in order to create value for an organization. Companies can utilize this knowledge in many different forms of organizational improvement and change, but it is especially valuable for innovation and the new product development function. The notion of working with partners to share information was first discussed in 1966 where the possibility of transferring information between a company and its suppliers and customers was identified. Kaufman (1966) describes the advantages to a business that include reduced order costs, reduced delivery time, and increased customer “confidence and goodwill” (p. 148). Organizations have since been viewed as interpretation systems that must find ways of knowing their environment (Daft & Weick, 1984). Through this environmental learning, a firm’s ability to innovate can improve by going beyond a firm’s boundaries to expand the knowledge available for creating new and successful products. Some organizations conduct ongoing, active searches of the environment to seek new and vital information. Such organizations become the key innovators within an industry. Other, more passive organizations accept whatever information the environment presents and avoid the processes of testing new ideas and innovation. Marketing literature refers to this concept as market orientation (Kohli & Jaworski, 1990; Slater & Narver, 1995). More recently, many organizations have realized the value of information about their customers through customer relationship management and data mining strategies, and have used this information to tailor their marketing efforts (Berson, Smith, & Thearling, 2003; Blattberg, Getz, &

Customer Knowledge Management

pdf/immersive-time-imt-conceptualizing-time-spent-in-the-dtr5rgn3rx.pdf

Immersive time (ImT): Conceptualizing time spent in the metaverse

With the overnight growth in Working from Home (WFH) owing to the pandemic, organisations and their employees have had to adapt work-related processes and practices quickly with a huge reliance upon technology. Everyday activities such as social interactions with colleagues must therefore be reconsidered. Existing literature emphasises that social interactions, typically conducted in the traditional workplace, are a fundamental feature of social life and shape employees' experience of work. This experience is completely removed for many employees due to the pandemic and, presently, there is a lack of knowledge on how individuals maintain social interactions with colleagues via technology when working from home. Given that a lack of social interaction can lead to social isolation and other negative repercussions, this study aims to contribute to the existing body of literature on remote working by highlighting employees' experiences and practices around social interaction with colleagues. This study takes an interpretivist and qualitative approach utilising the diary-keeping technique to collect data from twenty-nine individuals who had started to work from home on a full-time basis as a result of the pandemic. The study explores how participants conduct social interactions using different technology platforms and how such interactions are embedded in their working lives. The findings highlight the difficulty in maintaining social interactions via technology such as the absence of cues and emotional intelligence, as well as highlighting numerous other factors such as job uncertainty, increased workloads and heavy usage of technology that affect their work lives. The study also highlights that despite the negative experiences relating to working from home, some participants are apprehensive about returning to work in the traditional office place where social interactions may actually be perceived as a distraction. The main contribution of our study is to highlight that a variety of perceptions and feelings of how work has changed via an increased use of digital media while working from home exists and that organisations need to be aware of these differences so that they can be managed in a contextualised manner, thus increasing both the efficiency and effectiveness of working from home.

/pdf/working-from-home-during-covid-19-doing-and-managing-57avb1cc4u.pdf

Working from Home During Covid-19: Doing and Managing Technology-enabled Social Interaction With Colleagues at a Distance.

The objective of this chapter is to explore how the SECI model is influenced by, and relates to, the concept of culture at various levels. Cultural phenomena such as value orientations, and national, organizational, and other levels of culture arguably have an impact on the SECI model. Our main premise is that the SECI model – as other models and theories – was conceived in a particular cultural and value context. Thus, context shapes the model and determines how it can be applied in a different context, e.g. in a different culture, in a different organization or in a different department or team. Knowledge and the ability to create new knowledge, share it and use it in organizational processes and routines is of paramount importance in order for organizations to survive in an increasingly competitive global marketplace (Nonaka & Toyama, 2003). In addition to sharing and applying existing aBstRact

The impact of culture on the application of the SECI model

This paper investigates personal knowledge development in online learning environments using the perspective of a model adapted from Nonaka and colleagues’ SECI model. To this end, the SECI model, which was originally designed to describe organisational knowledge creation and conversion, was adapted to conceptualise personal knowledge development in online learning at the individual level. As the SECI model was originally conceived at the organisational level, in order to measure personal knowledge development at the individual level in the context of online learning, a measurement instrument was created in order to measure the scores of individual online learners on Externalisation, Combination and Internalisation. It is argued that Socialisation is not a relevant mode in the context of online learning and is therefore not covered in the measurement instrument; this is explained further in the paper. This measurement instrument also examines the interrelationships between the three modes and a new model – the so-called EC-I model – is proposed to depict these interrelationships. The measurement instrument is based on data collected through an online survey, in which online learners report on their experiences of personal knowledge development in online learning environments. In other words, the instrument measures the magnitude of online learners’ Externalisation and Combination activities as well as their level of Internalisation, i.e. the outcomes of their personal knowledge development in online learning. For Externalisation and Combination, formative indicators were used, whereas for Internalisation reflective indicators were used. The measurement instrument is one of the main foci of this paper and is therefore discussed in-depth. In sum, the paper proposes a modified version of the SECI model, extending the applicability of the original SECI model from the organisational to the individual level. It outlines a new measurement instrument which can be used to measure Externalisation and Combination, i.e. personal knowledge development processes, and Internalisation, i.e. personal knowledge development outcomes.

Understanding personal knowledge development in online learning environments: an instrument for measuring externalisation, combination and internalisation

Personal knowledge development in online learning environments : a personal value perspective

Which personal values are most relevant to knowledge development through e-learning? insights from a Delphi study

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