Psychology human development Essay Example | Topics and Well Written Essays - 1000 words - 1

Psychology human development - Essay Example The playground has swings and other recreational equipment such as see-saw, slide, monkey bars and overhead ladder for children. The children found in the playground are usually between the ages of 3 to 11 years old. The subject visits the playground with her mother who usually sits on the benches with mothers of other children. The subject of this naturalistic observation is a girl between the age of four and six years old. She is the eldest child with a younger brother who is between three to five years in age. During the observation, the subject showed a variation in behavior and opened up gradually. The observation was for about half an hour during which the mother was present at the location and was looking over the subject. However, she was in close proximity throughout the observation. The observation initiated when the subject was brought to the playground early evening accompanied by her mother. For some time, she stayed alongside her mother and observed the children who were playing on the swings and other activities. Finding comfort with her mother in a place where everyone else was unknown to her displayed her reliability over her mother. According to the development theory of Erik Erickson, this shows that the subject has overcome the stage of Trust Vs Mistrust. The subject was not reluctant to go play in the ground, but since she did not know any of the children she stayed with her mother and observed. As the subject began to interact with the children, she started the conversation about the game that they were playing. She had been observing them and went to the group where she thought she would best fit. This decision was made by her own judgment and could prove that she was demonstrating Ericksons development theory stage of Initiative vs. Guilt. As the girls she approached were swinging, she found a common interest. She said to them that she could do it to and said "you know I can swing faster than that." The

Discussion Board Coursework Example | Topics and Well Written Essays - 250 words - 5

Discussion Board - Coursework Example Despite the sinful nature of humanity, god is prepared through the use of His power to save the world from sins or problems and restore their initial nature according to God’s promises (Lee, 2010). In my opinion, I totally agree with Paul’s view of the human nature according to Romans 1:18-32. In the contemporary society human nature has been corrupted to reflect the sinful nature of the world. For instance human nature is filled with sinful desires such as homosexuality. The world has experienced a lot of problems and issues as a result of the sinful nature f human beings. Furthermore, it is evident that humanity as a result of its sinful nature has problems. Human beings have turned away from the worship of the one and true God and instead engaged themselves in the worship of idols. Money is considered as an idol of worship among human beings in the contemporary society. Hence, I totally agree with Paul’s view in relation to the nature of

The Hero with a Thousand Faces Essay Example | Topics and Well Written Essays - 1750 words

The Hero with a Thousand Faces - Essay Example As per Campbell’s Monomyth, the journey of a hero is confined to a sequence of actions that includes three main stages, namely, - Departure, Initiation and Return. From these sequences, we could get a better idea about the phases that a hero undergoes and how his life would probably get transformed with each phase. Now let’s take a stance to discuss about two real life personalities, Daniel Suelo, the protagonist of the book The Man Who Quit Money and Abdulrahman Zeitoun, the primary character of the book Zeitoun. Could they be considered as a hero, on the schema of Campbell’s Monomyth? Let’s analyze this question further ahead to sort out the possibilities of these two characters to be claimed as a hero. Dave Eggers, in his book, Zeitoun portrays the life of Abdulrahman Zeitoun as a simple and loving man who lives in New Orleans with his family. However, the arrival of Hurricane Katrina collapses the lives of the people residing in the coastal regions in New Orleans. With his small canoe, Zeitoun aids his neighbors by rescuing them and even their animals, and also make arrangements to provide food, water and other essentials to the needy. Soon after the hurricane, abrupt changes encounter his life. He was fallaciously arrested by the police officials on account of suspicion for withholding possessions. During his incarceration, the torments he faced at the hands of the police were merely intolerable. He was treated inhumanely mainly on the basis of his ethnicity. Finally, he was released after the authorities understood his innocence. When the life of Zeitoun is focused, it conforms well to the Campbell’s notion of a hero. He lives in an ordinary world, with his wife and four children, holding his own business in the New Orleans. The departure phase of his journey is started with the onset of hurricane. He set forth his way crossing the threshold to face various challenges, which included imprisonment and eventually he returned back to his community. At the start, the call for adventure arrives for him in the form of a destructive hurricane that hit the coast. The awakening call for him was the natural calamity which gave him the arousal and pushed him to aid the needy people during the hurricane. It brought out the kindness and the generosity in him, and made him to deliver to his people and help them in the times of need. As a hero, he went forth on his own volition to accomplish the adventure. (Campbell 48). In his initiation stage of journey, he is destined to face various trials that reveal the true ch aracter within him. As Campbell states, â€Å"The composite hero of the monomyth is a personage of exceptional gifts. Frequently he is honored by his society, frequently unrecognized or disdained† (Campbell 29). These quotes aptly fit to the life of Zeitoun. Being hailed as a rescuer by his community people during the hurricane, soon after, he was imprisoned wrongly by the officials of the state and made to undergo intolerable trials. It was during his incarceration that he has to withstand all his emotional as well as physical temptations in order to endure the suffering. He was detained in a Greyhound bus stand on the suspicion of him being a terrorist, which was primarily due to his ethnicity or religion. During the imprisonment, he was denied medical aids and was even prevented from informing his family about his imprisonment.

Learning Styles Essay Example for Free

Learning Styles Essay The reason for doing this report is to try and discover which is my best and worst way to learn and then to come up with a strategy for improving my ability to learn. The first thing that I need to do is research what different learning styles there is, after I have done this I can determine what are my preferred learning styles. Types of Learning Styles After doing some research I have discovered that there are four main ways of learning. For each of these four ways there is a continuum, this continuum determines which particular style somebody may prefer. The first continuum of learning is Active and Reflective, this style is to do with the way in which a person may go about his/her learning. Active learners tend to retain and understand information best by doing something active with it, discussing or applying it in a hands on way. Reflective learners prefer to think about it quietly first. The second continuum of learning is Sensing and Intuitive, this style is to do with the information that a person has to learn. Sensing learners often prefer to learn and memorise facts but intuitive learners prefer to learn around new ideas and concepts. The third continuum of learning is Visual and Verbal, this style is to do with the way in which the information is presented. Visual learners remember best what they see e. g. pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words including written and spoken explanations. The fourth and final continuum of learning is Sequential and Global. This style is to do with the way in which learners put together the information they have been given. Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly getting it. To be an effective learner you need to be able to learn in every single way depending on the way in which the information is presented or the environment in which you are learning etc. This is why the best learners have balanced learning styles and therefore can adapt the way they learn. My Learning Style Preferences are? To find out my learning style preferences I took part in a on-line test (http://www. crc4mse. org/ILS/self_test. html) which asks a series of questions and then gives you a score for each one of the four learning continuums. For three of the continuums I was biased towards one particular style, these are active, visual and global. This would indicate that I learn best when I can get involved and try things out. It also indicates that I absorb information best when it is presented visually in things such as diagrams, tables, graphs etc. furthermore, the test showed is that I learn best if I get an overview of the whole topic before I start concentrating on the smaller details. The final thing that this test points out is that Im neither sensing nor intuitive. Due to this I am able to learn the facts surrounding a subject but I am also able to grasp theories and ideas. I absolutely agree with the results of this test and would say it is a fair judgement on my learning preferences. My Learning Style Weaknesses are? As discussed before the best learners have a balanced learning style and therefore my greatest weakness is that I dont have the ability to adapt my learning style to all situations. Because of this I may miss out on some vital information because it isnt presented in a format that I am totally comfortable with. Even though I am a good learner when I learn actively I dont learn as well when there is nothing practical for me to take part in, in order to re-enforce the things that I have learnt. I also find it difficult to absorb information when it is not presented in a visual format. Another weakness of mine is that in some cases I need to have an overall understanding of a subject before I appreciate the smaller details. This is a weakness because sometimes it can over complicate a topic if I try to understand everything before I understand the basics; therefore this makes it more difficult for me to put everything into context. The fact that I struggle to adapt my learning styles isnt my only weakness, by doing a skills audit I have discovered other areas of learning where I am weak. My weakest area in the skills audit is spoken communication. This includes things such as speaking in front of a group, expressing my views verbally and delivering a presentation. I feel the reason why I am weak in this area is because I dont like being the centre of attention and when I am I become very self conscious and nervous. I am fine when talking one-to-one but when it comes to talking in front of large groups I am not comfortable at all. This needs to be improved though because it is an important skill in any industry. My Strategy for effective learning is? The first step to make my learning more effective is by identifying my weaknesses. I feel that I have done this successfully by doing the online test and by completing the skills audit. The next step is to come up with a strategy to improve my weaknesses and make the most of my strength. I am aware that my spoken communication skills will improve with practice and by using stress management techniques when I am giving presentations, talks etc. but, trying to make my learning styles more balanced may be more difficult. To improve my reflective side of learning I could take time after lectures to read through my notes again and do further reading on a topic but I could also relate the things that I have learnt in the lecture to a practical situation and therefore learn it the way that best suits me. The way in which I could improve my verbal way of learning is by getting somebody to talk through a diagram, graph etc whist Im looking at it. This will allow me to recognise the information verbally as well as visually because I will be relating what the tutor is saying to something that I can understand easier. Finally the way in which I can become more of a sequential learner is by taking topics step by step and try to forget about the overall picture until I have gat all of the pieces. This will help me because it will stop me from getting confused if I stop thinking about things that arent important in the early stages. With all of these things it may be better for me to adapt what is being taught to me and fit it into my preferred learning style, rather than adapt my preferred learning style to fit in with the material that is being taught. If I do things this way I am always going to learn things in my preferred way but realistically I know this isnt always a possibility and therefore I am aware of the need to become a more effective learner.

Literature Review of Data, Information, Knowledge and Wisdom

Literature Review of Data, Information, Knowledge and Wisdom 2.5 Why Knowledge management is so important? Knowledge as a resource causes huge misunderstanding for economists, because unlike the physical commodities, it is the only resource which increased returns as it is used rather than reduced or diminished over time (Clarke, T. 2001). Knowledge may be costly to generate but there is modest cost to diffusion. Massa, S. Testa, S. (2008) believed that the determinants of success of organizations, and nationwide economies as a total, is ever more dependent upon their efficiency in assembling and utilizing knowledge. Accordingly to Malhotra, Y. (2000) knowledge has turn into a key production factor; though the monetary accounts are still leading by conventional factors of production, including buildings and machinery. The idea of knowledge flowing to where it is most needed is the critical point and it should not flow only from the top down, but flow in all ways in an organization, (Davenport, T. Prusak, L. 2000). Davidson, C. Voss, P. (2004), Lin, L. Kwok, L. (2006) claimed that know ledge is no longer a source of power; it is knowledge sharing that counts in the knowledge economy but author like Kakabadse, N. et al., (2003), viewed knowledge itself is power. Creation and codification of knowledge do not necessarily lead to performance improvement or value creation. Value is generated only when knowledge is allocated all the way through in an organization and linked where it is needed (Chena, C Huang, J. 2007). It is not sufficient to have smart people in the organization. Instead, the key is to create systems that tap into the knowledge, experiences, and creativity of your staff, your customers, your suppliers, and even your competitors. Knowledge strategy needs to be concerned with the quality of information, not the quantity; and with the timeliness of information delivery, not its speed. Smart systems are excellent but smart people are superior. Despres, C. Chauvel, D. (1999) identified that knowledge management occurs on three ends: the individual, the team and the organizational. 2.6 Framework for knowledge approaches Knowledge management is linked to diverse business fields and it has always been entrenched in the individual behavior. It is not all about creating an index or register that detains the whole thing that anyone ever knew. Collison, C. Parcell, G. (2004) suggested that it is about maintaining track of those who know the procedure, techniques and fostering the culture and technology that will get them talking. It is challenging to understand the nature of knowledge and the way it is managed. Also the management approaches towards knowledge management is varied. Knowledge can be created from re-describing and re-labeling the past knowledge, it also created from connecting people (the relationships) and connecting technologies (networks). This might be flexible social or stiff technical networks. These discussions vibrate with the managerial paradox of developing organizational performance via rigid or free control systems and this was interpreted in the following model adopted from Arm istead, C. Meakins, M. (2002) for describing four approaches to knowledge management stand on whether it is in an organizational or an individual context, and whether knowledge management is imposed or empowered by managerial approaches. Armistead, C. Meakins, M. (2002) Figure No: 2.3 Framework for knowledge approaches Imposition is linked with bureaucracy, structured and controlled systems and attempts to codify all aspects of knowledge. It might expect such perceptions to be more inclined to explicit rather than tacit knowledge. In contrast, Empowerment recognized the potential in the social and individual for knowledge creation and sharing, in which the tacit as much as the explicit aspect of knowledge is engaged. The authors considered that managers are likely to be concerned with knowledge at an individual and organization level and with particular approaches to managing knowledge. Consequently they proposed a managerial framework which uses the constructs of imposed and empowered as one axis and the individual and the organization as the other. Prescribed recommends a official approach to knowledge and its management at an  organizational level. It might see technology set up widely to detain, store up and  guard knowledge. Compliance means individual engage in knowledge activities through contract and  regulation. Resources are distributed via prescribed performance management  processes. Adaptive engages with the informal within the social fabric of the organization in  the logic of communities of practice and the self-management of teams. Self-determination supports individuals to get responsibility for their part to  learning in the knowledge creation and sharing processes. From the above management paradox of how the knowledge is manage at an organizational and individual context. There is another well known model, called SECI or knowledge spiral model. The model did not only described that how the knowledge is managed but it also explained the overall knowledge creation process. 2.7 SECI Model In 1995, (Nonaka, I. Takeuchi, H. 1995) introduced their SECI model, which stands for Socialization, Externalization, Combination and Internalization. The purpose of this model is to offer an understanding of how organizations create knowledge and formalize organization processes which are mostly tacit in nature. It further provides an understanding of knowledge sharing, its management and application at an organizational level. According to Nonaka, I. Takeuchi, H. (1995) knowledge is formed from the interaction between tacit and explicit knowledge. These four knowledge conversion processes interconnected by moving from tacit to explicit knowledge as it moves from socialization to internalization then return to socialization to shape a spiral model of knowledge creation. Hiscock, J. (2004) stated that the first generation earlier to 1995, completely dependent on technologies in their daily task often known technocratic, but this is the second generation of knowledge management, whe re knowledge exchange is illustrated as a spiral a thing to be managed and something which can be made explicit. As the purpose of this research it is to look at the barriers to knowledge management thus the only focal point from this model is to observe overall knowledge creation process. Nonaka, I. Takeuchi, H. (1995) discussed that how tacit and explicit knowledge interrelate to successfully create knowledge in an organization via four conversion processes: 2.7.1 Socialization tacit to tacit Socialization is the process through which tacit knowledge is passed to others; it is directly related to the group processes and organizational culture. Tacit knowledge is often attained through sharing experiences, observations and the processes that arises without formal discussions and using language for instance face to face interaction. Interviewing and focus groups techniques are also creating tacit knowledge amongst people. 2.7.2 Externalization tacit to explicit Externalization of tacit knowledge is the conversion of tacit knowledge to explicit. As tacit knowledge is embedded in the peoples mind and that is externalize or express by sharing of paradigms, metaphors and concepts through formal discussions. Nonaka, I Takeuchi, H. (1995) declared that we have conceptualized an image; we generally tend to express it in language. Externalization is developing notions which facilitate tacit knowledge to communicate. Redesign of existing information can escort to new knowledge in the shape of written statements. Wakefield, R. (2006) argued that when knowledge is externalized and turn into explicit it is in fact converted back into information or data. Both have values, but this cannot be out until the data and information is internalized again to form knowledge that is used for some productive purposes. 2.7.3 Combination explicit to explicit Combination is a process of systemizing concept into a knowledge system, at this level explicit knowledge merged with written reports and other strategic documents through formal discussions (i.e. meetings, documents etc.). This process includes gathering significant knowledge then sorting, editing and distributing it, which allows knowledge sharing within organization. Formal education and training are also comprise in this type of knowledge conversion. 2.7.4 Internalization explicit to tacit Internalization is a mechanism of altering explicit knowledge into tacit knowledge. It is achieved through individual expression and learning by doing. Once the explicit knowledge shared with individuals to internalize what they have experienced and then their understanding becomes tacit knowledge in the form of shared intellectual models or technological know-how which further become a valuable asset for the organization. For example: customer complaint are recorded and then read by other team members. 2.8 key components and its related barriers to Knowledge Management DuPlessis, M. (2008) point out that knowledge management is a holistic solution integrating mixture of perspectives: people, process, technology and culture perspectives and every single one should hold equal influence. According to Gillingham, H. Roberts, B. (2006), people, process and technology (soft and hard aspects) reveals the most essential features engaged in capturing, disseminating and sharing knowledge. These elements require to be balanced to guarantee that the complete benefits of knowledge sharing are exploited. Of course, people, process, and technology (PPT) are intertwined and no organizations get very far benefits without having a basic competency in all. But the tougher challenge in knowledge management is how to built PPT into an organization. Collison, C. Parcell, G. (2004) suggested that involving people who knows, and the behaviors to ask, listen and share, some processes to make things easier for sharing, validation, distillation, and a familiar, reliable te chnology infrastructure to facilitate sharing. Knowledge management is all concerning the integration of people, process, technology but strategy and structure too (Armistead, C. Meakins, M. 2002). According to Quinn, F. (2008) the development of knowledge managements exposes many issues that firms claim to have solved completely. The issues for example related to business benefits, people and culture, technology and process. These issues reflect all the main areas of concern in a knowledge environment and can be produce the barriers or road block to achieving the corporate success that most of would wish to inhabit. 2.8.1 People The biggest misunderstanding that the Information Technology (IT) leaders composed is that the knowledge management is all about technology. Gillingham, H. Robert, B. (2006) confirmed that people are the most central and complex element in knowledge management. It is a people who create and share knowledge, Since, (tacit) knowledge is set aside in the individuals the most essential thing for knowledge management is the system to allow the conceal knowledge within an individual be spread to others in order for them to share, exploit, and then alter it into (explicit) knowledge within an organization (Yeh, Y. et al., 2006). Knowledge management helps us do what we do better and its connect information and people, and people and people. Call, D. (2005) suggested that people are not being able to gain knowledge in a minutes and hours but they learn over days or weeks and one of challenge is to detained knowledge from what people said and did as part of their everyday job and to build it reachable to rest in an organization. According to Gundry, J. Metes, G. (1996) people behaviors is often manipulated by their beliefs, values, attitudes, and the organization culture. Influencing what people believe should direct to changes in values, attitudes and behavior in which knowledge is shared behavior. Gillingham H. Robert, B. (2006) stated that it is complicated to get people to do things in a different way because people can simply fall back on defensive routines. A state of willingness require from individuals to get people to modify the way that they do things, it is central to manage those who are willing to create and share their knowledge (Yeh, Y. et al., 2006). According to the Abell, A. and Oxbrow, N. (2001) people ask numbers of question in organization towards knowledge management for example: What is in knowledge for me? How does it make my job easier? What appreciation will I get for sharing my knowledge? Etc. It is important to identify what knowledge peo ple need and what knowledge people already possess and how to link people and knowledge process. In any system where information or knowledge is accessible, there must be adequate security to ensure that only appropriate people are able to see what knowledge is held and by whom, in that case confidentiality is the barrier to crafting a knowledge sharing culture in the organization (DuPlessis, M. 2008). But from the organizational point of view, one can comprehend that it is in national interest that the particular knowledge stays confidential. In other word the right information and knowledge should distributed to the right people at the right time and right place. For example in defense sectors and utilities provider such as countries like South Africa where they have one and only major energy provider, their key knowledge and information would be exceptionally secret hence it should be strongly managed (Sutton, S. Leech, S. 2002). Employee often does not know what is the concept of knowledge management their perception about knowledge as resources in not clear as capital assets resources. In the view of McCann, J. Buckner, M. (2004) people do not include knowledge into their work process to make final products and services and even do not feel responsible for sharing their own knowledge with colleagues. Kols, A. (2004) submitted that people do not even realize that they have knowledge worth sharing. Employees viewed knowledge management as an additional job, processes and formal channel of communications which is not incorporated into their daily working environment (DuPlessis, M. 2008). Another potential factor; employed turnover, where experienced employees transferred, promoted, retired, or fired from the organization, both their tacit and explicit knowledge may be lost unless the organization makes a concerted effort to assure that it is shared. Knowledge management setup and implementations requires sufficient time which is often claimed constraint. Time can be a difficult area or barrier, where employees are considered on the hourly basis, for example; accountants, lawyers, solicitors and engineers. For them, time is wealth and it is hard to modify the view that knowledge management be able to make them work smarter and quicker, even if they do expend some time on it upfront (DuPlessis, M. 2008). When the organization was steady and developing smoothly, it would be feasible for people to take extra time and effort to get involved in such knowledge management activities. Once the circumstances changed, these practices would be easily gone down because they were peripheral to business operations (Lin, L. Kwok, L. 2006). 2.8.2 Process Armistead, C. Meakins, M. (2002) declared that knowledge management is a process rather than an asset, and hence to facilitate maximize its value an organization must have to form an environment that facilitates the flow of knowledge. The argument between technology and people is about the ways of managing knowledge processes. Barnes, P. (2007), Probst et al., (2000) categorizes knowledge management in six core processes; knowledge identification, knowledge acquisition, knowledge expansion, knowledge sharing or distribution, knowledge exploitation and knowledge preservation. In order to share knowledge, one requires tools or processes: Expert locater systems, communities of practice (formal and informal), distance learning information-sharing tools, emergent expertise, storytelling, knowledge repositories, conferences/workshops/ seminars, e-learning applications and virtual communities are some of the methods organizations can use to disseminate knowledge. Abell, A. Oxbrow, N. (200 1) believed that people make process work, often through informal steps- how can these be formalized and how to build communities around business processes. Process must learn how to achieve the commitment of people to the learning process and how to integrate knowledge creation and utilization into business process. Processes need technology support- how to integrate business benefits and technology capability, it also require formal and informal communication between employees. Lack of communication, non-standardized processes and information systems and not knowing where to get knowledge. Gillingham, H. Roberts, B. (2006) stated that location and distance (geographical, legal, cultural and lingual) to access of vast organization knowledge can be a bottleneck Informal communication outlook as just chitchat or chatty activity, managers do not see the advantage of (tacit) knowledge process or transfer from one employee to another hence often employees are restricted to engage in discussing projects or ideas at meeting places such as near to water coolers or coffee machines (Webb, S. 1998). However organization confusion over the focus of the initiative often creates barriers to knowledge management: information or knowledge management; knowledge management or learning organization; which should lead human resources (HR) or information technology (IT). However there is danger in attempting to identify and collect everything available. According to Giannetto, K. Wheeler, A. (2000) if too much detail is gathered, it is impossible to distinguish what might be of value to employees and it will become a huge unmanageable, bureaucratic nightmare Organizations focus on collection not connection and attempt to capture all organization knowledge in repositories, often creating electronic bucket in place of physical filing cabinets also misunderstand the difference between tacit and explicit knowledge and treat it in the same way. 2.8.3 Technology The role of technology is significant; it is ultimately a facilitator of human knowledge in the organization. Technology or IS does not hold tacit knowledge, as it is held in the human brain (Rock, S. 1998), although it is transfer medium of tacit into explicit knowledge to some extend because tacit knowledge alters with each new experience and technology should be updated frequently. Armistead, C. Meakins, M. (2002) affirmed that information technology can enable speedy search, access and retrieval of information, and can support collaboration and communication between organizational members. In real meaning, it can undoubtedly play a variety of roles to support an organizations knowledge management processes. Technologies and knowledge management are strongly tied, because both assist the circulation of structured knowledge vertically and horizontally in the organization. (Yeh, Y. et al., 2006) argued that technology plays following roles in knowledge management: acquiring knowledge; classify, store, index, and tie knowledge related digital items; search and identify related content; and flexibly communicate the content based on the different utilization backgrounds. Knowledge management classifications are broadly defined technologies which improve and enable knowledge generation, codification and transfer. Peoples experiences and interpretations that add value, transforms into knowledge by using technologies. Knowledge management (technology) tools for instance: e-mail, document systems, groupware, the internet, intranet and video conferencing are all knowledge collaboration tools which can be use for gathering, organizing and sharing knowledge in the organizations (Gillingham, H. Roberts, B. 2006). Not everyone is computer literate and that sort of illiteracy become a cause which brake knowledge management processes also people finds that working with complex systems is not easy (DuPlessis, M. 2006). Sometimes it is more challenging for the organization to get people trained to using the KM tools (technologies) to facilitate knowledge sharing and retention. Holland, J. Johanson, U. 2003) recognized that organization consideration towards technological costs sometimes restrain in respect of installing knowledge management softwares and hardwares. Perhaps both are very expensive in terms of getting licenses for every member in a large organization. Since knowledge is an intangible asset, it is more complex for organization to calculate return on investment in hard form (cash), therefore step back from any initiative; however Collison, C Parcell, G. (2001) believed that knowledge benefits can be defined in qualitative and quantitative measures. Another barriers occur when technology is not up to date with the business processes as well as with the improvements in the technological world then knowledge and information might become rapidly old-fashioned and if maintenance and back-ups is not done regularly, knowledge can be vanished in a catastrophe situation, which is not only costly but also irretrievable. The advance type of communications for example; intranet if organizations only rely on this then it will be a huge barrier to the exchange of tacit knowledge. Davenport, T Prusak, L. (2000) suggest that knowledge sharing events happen when people connect via communities of practice and in person meetings. 2.8.4 Culture Chen, C. Huang, J. (2007) described organizational culture as shared value, beliefs, and work atmospheres that could have considerable impacts on the behaviors of employees. According to Yeh, Y. et al., (2006) culture is the combination of value, core belief, behavior model, and emblem. Culture is normally reflected in the form of organizations corporate structure, management and leadership style, learning from experience, norms, and practices, trust, rewards and recognition, networks and community of practices etc (DeLong, DW. Fahey, L. 2004, Al-Hawamdeh, S. 2003). Culture can play a role for organizational learning and every organizations culture is an independent entity different than any other organization. Alavi, M. Leidner, D. (2001) suggested that it is significant to comprehend that knowledge management is not as much of technical problem, but it is more of cultural problem. Culture is not only intangible and illusive, but it can also be observed at multiple levels in an o rganization. Trust and honesty are elements of culture sometime not clearly visible, Davenport, T. Prusak, L. (2000) confirmed that without these elements knowledge management would not function properly between individuals. Employees ask many questions themselves for instance; if I share knowledge will others misuse it, can I belief the knowledge that others created (Abell, A. Oxbrow, N. 2001). Another familiar barrier point out by Kols, A. (2004) knowledge as a source of power or authority and therefore hoarding it, similarly organizations are naturally unwilling to share their skills and know-how with rivals. Employees possibly will not willing to share their knowledge because they might lose control/power, they spotlight on continued existence in the organization rather than willingness to share knowledge (Clegg, S. Palmer, G. 1996). The following Chinese sayings depicting this philosophy with influences from such widespread beliefs, knowledge sharing becomes more complex. A good mastery of a single skill ensures a lifetime employment (Lin, L. Kwok, L. 2006). Internal divisions are general obstacle. Each department, field office, service delivery site, or project team tends to focus on its own problems, have limited contact with outsiders, and unaware of what other subdivisions are doing. Davenport, T. Prusak, L. (2000) stated that employee often assumes that the people in top of organizational hierarchy have greater knowledge and expertise and this difference amongst individual may be seen as a barrier. Employees on different hierarchical or designations frequently struggle to share knowledge between these levels, as they feel they may have much or more knowledge on a particular subject but not consulted or totally ignored because of their position in organization. Furthermore Webb, S. (1998) revealed that managers often try to avoid consult subordinates because they might fear for losing face. If skills are greatly diverse within professional areas and/or within ranks, it might obstruct the tools and practice through the knowledge is s hared between levels. Organization consists of multiple genders and seeking assistance from same gender whether the person is helpful or not is normal cause and may be a barrier. Bartram, S. (2005) stated that women in managerial position often seen as one of the cultural barrier. Also assorted age makes a differentiation at the point of exchanging knowledge. Webb S. (1998) believed that employees are unwilling to share knowledge if the future economic growth of organization is unstable and they strive to secure their position by retention of tacit knowledge as power. The overall organization instability may spoil social networks and reduce flow of knowledge from one corner to another in an organization (Lesser, E. Prusak, L. 2001). Management emphasis on individual rather than team, disincentive to knowledge sharing, competition between employees, motivational limitations, lack of acknowledging for the supplier of knowledge, sub-standard physical layout of work space, and fewer management commitments could be a constraint for knowledge sharing environment (Chase, R. 1997). 2.9 How the barriers of knowledge management can be managed? Knowledge management is a lengthy and iterative process and its related benefits realized over a period of time. There are no rapid fix solutions to counter these barriers. However to overcome these barriers an organizations require to undertake essential approaches and actions. According to Du Plessis, M. (2008) knowledge management barriers directly line up with organizational, national and personnel culture. Top and senior managements can play a significant role for instance by raising the awareness of knowledge management activities and its benefits into work place (Birkinshaw, J. 2001). At any level of knowledge management it is compulsory to make sure that employees trained on the basis of knowledge management, once the knew the insights of knowledge management they are enough able to see how its adds value into their routine jobs and how organization can create social and intangible capital. However if employees ignore or do not understand the notion of knowledge management th en they will not be capable to leverage it completely, even though organizations have elegant knowledge management plans and systems. Flexibilities between departments could span knowledge sharing boundaries. Employees should not reserve by position in a hierarchy and retain by resources. Davenport, T. Prusak, L. (2000) stated that the components of knowledge management: people, process and technology must be uniformly supplied in terms of time and money. The most powerful force in knowledge management is people because they can able to change their environment so trust in people is an extraordinary phenomenon in managing people and their knowledge. Milton, N. (nd) described two other ways to manage knowledge called connect and collect, however these terms are vastly similar to the Nonaka, I. Takeuchi, H. SECI model (see section 2.7). The S mean Socialization and it begins through the connecting people into social networks where they can able to talk, to share dialogues with other people where the other three boxes named Externalization, Combination and Internalization is all about revolving tacit knowledge into explicit into tacit knowledge. For example knowledge is documented, recorded into knowledge system or knowledge repository in an organized way thus the othe rs can access it. Organizational culture should abide for mistakes by recognizing and gratifying innovative errors, also there should be no fear of losing position from not knowing the entire thing (Gillingham, H. Robert, B. 2006). In the view of Barnes, P. (2007), decentralize structure gives opportunities to know where the decisive knowledge is located and able to make more accurate decisions. Incentive and reward systems not only influence members to support knowledge management activities but it also encourage their willingness to take part in the creation and sharing knowledge (Yeh, Y. et al., 2006). Lack of trust alters into culture of trust and confidence get by face to face interactions; its not only the way of transferring tacit knowledge between individuals but it allows to evaluating the trustworthiness of both the giver and the receiver. Use of technology in knowledge management stipulates user training and members should have skills available other than technical ones such as interpersonal skills. According to the Abell, A. Oxbrow, N. (2001) technologies should not be the driver and substitute of social interactions; neither should it be a barrier. 2.10 Summary Every organizations is a knowledge based and they possesses particular knowledge in various forms such as in human capital, structure capital, intellectual capital etc. and the issue of knowledge management is essential because organization lives in uncertain world. The above literature has been identified potential barriers to knowledge management which was categorized into organizational culture, people perceptions, ineffective processes and obsolete technologies. There is no cause to believe that those barriers will not impact on knowledge sharing to a more or fewer extent within an organization and between personnel. However the rationale of this study was not to classify an extensive organizational barrier profile but the principle was merely to recognize a set of commonly studied barriers in knowledge management which can be apparent in various means across an organization. When organizations managed and implement knowledge in a logical and structure way it can add value to bot h the employees and organizations effectiveness. The literature review also fascinated that knowledge management is a social activity or relies on social models, even though sharing of knowledge can be possible from technologies but recipient and sender of knowledge are still humans. Organizational culture, employees perceptions and their characteristics, sources of knowledge creation and the context in which knowledge is shared are key consideration in knowledge management.

We Must Have the Right to Defend Our Home Essay -- Castle Doctrine, Se

The Castle Doctrine is a bill that was passed which lets you defend yourself with necessary force in your residence if someone is breaking into your home. Criminals like to go after easy targets such as, the elderly, disabled citizens, children, and people who are unarmed. Every citizen has the right to live free and happy, if they are attacked they should be able to defend themselves and their property without being charged as a murderer. The previous state law, if someone unlawfully enters your home or attempts a car-jacking, you are required to first retreat instead of immediately fighting to protect yourself. The trouble is on the home owner to define that an intruder intends to do them bodily harm before the home owner can use appropriate force against them (InfoKwik). Having a gun for personal protection is a constitutional right. When facing an armed criminal an armed citizen levels the playing field. When you are in your own home and someone is breaking in and you see them armed or unarmed, they have no right to be in your home anyway. The castle doctrine, in this ca...

The Downfall Of The Middle Ages :: essays research papers

The Downfall of the Middle Ages There were many reasons for the downfall for the Middle Ages, but the most crucial ones were the decline of the feudal system, and the declination of the Church's power over the nation-states. In feudal society, everyone had a definite place and a definite role, with the power resting in the hands of the local lords (instead of a central government). The lords, or nobles, lost power after the Crusades, when the Europeans came into contact with the more advanced civilizations of the Byzantine Empire and the Muslims. That spurred the growth of trade, which in turn gave rise to a money system. The money system in turn caused the birth of a middle class, which didn't fit anywhere into the feudal system. It was made up of the serfs and peasants that left the feudal system in search of making money in trade. For the middle class, the king granted Charters, made a uniform law, started banking, offered protection, and expanded territory. In return, the middle class payed taxes to the king. While t his money economy grew, the feudal lords were put into an economic squeeze. As one may see, that didn't leave much of a place for the nobles, who were rapidly losing power. Another thing that contributed to their loss of power was the enforcement of Common Law, which applied throughout the kingdom.   Ã‚  Ã‚  Ã‚  Ã‚  The effects of the Hundred Years' War hastened the decline of the feudal system. The use of the longbow and firearms made the feudal methods of fighting obsolete. Monarchs replaced feudal soldiers with national armies made up of hired soldiers. Finally, threats to the monarchy decreased as a result of the large number of nobles killed in the war.   Ã‚  Ã‚  Ã‚  Ã‚  Another major factor that contributed to the end of the Middle Ages was the declination of the Church's power over the nation-states. Conflicts between the papacy and the monarchy over political matters resulted people losing faith in the Church. Events like the Babylonian Captivity and the Great Schism further weakened the Church's influence over the peole. Aside from that, people were disgusted at the actions of the corrupt church officials. They would charge the people money for all church services, and they also allowed church positions to be bought. The princely lifestyle of the clergy further eroded regard for the church. While some still believed that religion held all the answers, others were beginning to put faith into reason and science. The uncertainty of the existance of God made people question the Church. Perhaps one of the most vital blows to the Church was the printing of the Bible in the