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Luiz F. Trivelato - One of the best experts on this subject based on the ideXlab platform.

  • Transferring Codified Knowledge: socio‐technical versus top‐down approaches
    The Learning Organization, 2008
    Co-Authors: Gustavo Abel Carrillo Guzman, Luiz F. Trivelato
    Abstract:

    Purpose – This paper aims to analyse and evaluate the transfer process of Codified Knowledge (CK) performed under two different approaches: the “socio‐technical” and the “top‐down”. It is argued that the socio‐technical approach supports the transfer of CK better than the top‐down approach.Design/methodology/approach – Case study methodology was used, in the explanatory and qualitative study. The empirical evidence focused on the development of work standards following ISO 9000 norms at a Steelworks plant. This process was examined as a process of CK transfer.Findings – First, the socio‐technical approach supports the process of CK transfer better than the top‐down view. Second, CK is a dynamic concept that may need different varying amounts of tacit Knowledge in order to enable Knowledge codification and assimilation. Three, the examination of the degree of context and task similarity between sender and receiving units needs to be detailed, since small variations in organizational processes might imply s...

  • transferring Codified Knowledge socio technical versus top down approaches
    The Learning Organization, 2008
    Co-Authors: Gustavo Guzman, Luiz F. Trivelato
    Abstract:

    Purpose – This paper aims to analyse and evaluate the transfer process of Codified Knowledge (CK) performed under two different approaches: the “socio‐technical” and the “top‐down”. It is argued that the socio‐technical approach supports the transfer of CK better than the top‐down approach.Design/methodology/approach – Case study methodology was used, in the explanatory and qualitative study. The empirical evidence focused on the development of work standards following ISO 9000 norms at a Steelworks plant. This process was examined as a process of CK transfer.Findings – First, the socio‐technical approach supports the process of CK transfer better than the top‐down view. Second, CK is a dynamic concept that may need different varying amounts of tacit Knowledge in order to enable Knowledge codification and assimilation. Three, the examination of the degree of context and task similarity between sender and receiving units needs to be detailed, since small variations in organizational processes might imply s...

Gustavo Guzman - One of the best experts on this subject based on the ideXlab platform.

  • transferring Codified Knowledge socio technical versus top down approaches
    The Learning Organization, 2008
    Co-Authors: Gustavo Guzman, Luiz F. Trivelato
    Abstract:

    Purpose – This paper aims to analyse and evaluate the transfer process of Codified Knowledge (CK) performed under two different approaches: the “socio‐technical” and the “top‐down”. It is argued that the socio‐technical approach supports the transfer of CK better than the top‐down approach.Design/methodology/approach – Case study methodology was used, in the explanatory and qualitative study. The empirical evidence focused on the development of work standards following ISO 9000 norms at a Steelworks plant. This process was examined as a process of CK transfer.Findings – First, the socio‐technical approach supports the process of CK transfer better than the top‐down view. Second, CK is a dynamic concept that may need different varying amounts of tacit Knowledge in order to enable Knowledge codification and assimilation. Three, the examination of the degree of context and task similarity between sender and receiving units needs to be detailed, since small variations in organizational processes might imply s...

  • drawing the boundaries of Codified Knowledge transfer
    2007
    Co-Authors: Gustavo Guzman, Luis F. Trivelato
    Abstract:

    The goal of this paper is to examine an instance of the Codified Knowledge transfer process in non-routine activities from the socio-organizational perspective. We examined Knowledge codification, decodification and mechanisms to transfer Knowledge considering two aspects: the role of context and the portion of tacit Knowledge embedded in Codified Knowledge. The empirical evidence came from a higher education institution that used ‘course guidelines’ (Codified Knowledge) as part of its mass-education strategy. Findings indicated that different assumptions key stakeholders had regarding the nature of Knowledge, the role of context, the portion of tacit elements contained in CK, and the codification decodification activities helped to explain the codification process. Moreover, the codification process was part of a wider process of commodification that attempted to create a Knowledge product plausible of storage and distribution. This is a new form of organizing Knowledge that involves dividing, codifying and replicating Knowledge by third parties. The paradox of this situation is that, while the codification strategy implies in the separation of the processes of codification and decodification, the adequate decodification process needs integration between those two processes.

  • transferring Codified organizational Knowledge
    Knowledge Action and the Public Concern, 2006
    Co-Authors: Gustavo Guzman
    Abstract:

    This paper analyzes and evaluates the transfer process of Codified Knowledge (CK) performed under two different implementation approaches: the 'socio-technical' and the 'top-down'. The empirical evidence is based on a case study that focused on the implementation of ISO9000 standards. This paper argues that the transfer process of CK is also an implementation process because ISO9000 standards need to be adapted to the local context. As such, the implementation process shapes the key stages involved in the transfer of CK: Knowledge codification, transfer, assimilation and application. We conclude that the socio-technical approach supports the process of CK transfer better than the top-down view.

Gustavo Abel Carrillo Guzman - One of the best experts on this subject based on the ideXlab platform.

  • Transferring Codified Knowledge: socio‐technical versus top‐down approaches
    The Learning Organization, 2008
    Co-Authors: Gustavo Abel Carrillo Guzman, Luiz F. Trivelato
    Abstract:

    Purpose – This paper aims to analyse and evaluate the transfer process of Codified Knowledge (CK) performed under two different approaches: the “socio‐technical” and the “top‐down”. It is argued that the socio‐technical approach supports the transfer of CK better than the top‐down approach.Design/methodology/approach – Case study methodology was used, in the explanatory and qualitative study. The empirical evidence focused on the development of work standards following ISO 9000 norms at a Steelworks plant. This process was examined as a process of CK transfer.Findings – First, the socio‐technical approach supports the process of CK transfer better than the top‐down view. Second, CK is a dynamic concept that may need different varying amounts of tacit Knowledge in order to enable Knowledge codification and assimilation. Three, the examination of the degree of context and task similarity between sender and receiving units needs to be detailed, since small variations in organizational processes might imply s...

  • Codified Knowledge Transfer: Limits and Approaches
    2007
    Co-Authors: Gustavo Abel Carrillo Guzman, Luis F. Trivelato
    Abstract:

    The goal of this paper is to examine an instance of the Codified Knowledge transfer process in non-routine activities from the socio-organizational perspective. We examined Knowledge codification, decodification and mechanisms to transfer Knowledge considering two aspects: the role of context and the portion of tacit Knowledge required to codify/decodify Knowledge. The empirical evidence came from a higher education institution that used ‘course guidelines’ (Codified Knowledge) as part of its masseducation strategy. Findings indicated that different assumptions key stakeholders had regarding the nature of Knowledge, the role of context and, the portion of tacit Knowledge required during the process of transfer of Codified Knowledge, helped to explain the codification process. Moreover, the codification process was part of a wider process of commodification that attempted to create a Knowledge product that could be stored and distributed. This is a new form of organizing Knowledge that involves dividing, codifying and replicating Knowledge by third parties. The paradox of this situation is that, while the codification strategy implies the separation of the processes of codification and decodification, an adequate decodification process needs integration between those two processes.

Peter Maskell - One of the best experts on this subject based on the ideXlab platform.

  • clusters and Knowledge local buzz global pipelines and the process of Knowledge creation
    Progress in Human Geography, 2004
    Co-Authors: Harald Bathelt, Anders Malmberg, Peter Maskell
    Abstract:

    The paper is concerned with spatial clustering of economic activity and its relation to the spatiality of Knowledge creation in interactive learning processes. It questions the view that tacit Knowledge transfer is confined to local milieus whereas Codified Knowledge may roam the globe almost frictionlessly. The paper highlights the conditions under which both tacit and Codified Knowledge can be exchanged locally and globally. A distinction is made between, on the one hand, the learning processes taking place among actors embedded in a community by just being there dubbed buzz and, on the other, the Knowledge attained by investing in building channels of communication called pipelines to selected providers located outside the local milieu. It is argued that the co-existence of high levels of buzz and many pipelines may provide firms located in outward-looking and lively clusters with a string of particular advantages not available to outsiders. Finally, some policy implications, stemming from this argumen...

  • clusters and Knowledge local buzz global pipelines and the process of Knowledge creation
    Progress in Human Geography, 2004
    Co-Authors: Harald Bathelt, Andersand Malmberg, Peter Maskell
    Abstract:

    The paper is concerned with spatial clustering of economic activity and its relation to the spatiality of Knowledge creation in various sorts of interactive learning processes. It questions the merit of the prevailing explanatory model where the realm of tacit Knowledge transfer is confined to local milieus whereas Codified Knowledge may roam the globe almost frictionless. When doing so the paper highlights the conditions under which both tacit and Codified Knowledge can be exchanged locally and globally. A distinction is made between, on the one hand, the learning processes taking place among actors embedded in a community by just being there - dubbed buzz - and, on the other, the Knowledge attained by investing in building channels of communication - called pipelines - to selected providers located outside the local milieu. It is argued, that the co-existence of high levels of buzz and many pipelines may provide firms located in outward looking and lively clusters with a string of particular advantages not available to outsiders. Finally, some prescriptive elements, stemming from the argument, are identified.

Hyun Ju Jung - One of the best experts on this subject based on the ideXlab platform.