Knowledge management is an important weapon for business competition. Many organizations are adopting knowledge management systems. For knowledge management, document management is its key foundation. There is a large amount of procedural knowledge existing in decision documents. This knowledge can illustrate the process and considerations in a decision situation, called episodic. The episodic knowledge can help decision makers understand historical decision process and considerations for future decision making. Therefore, how to discover decision episodes from existing documents is a major research issue in knowledge management. This research proposes a method for episode mining that integrates automatic document summary techniques, knowledge ontology, and index structures to build the relations and processes of events, and use the Gantt Chart and Flow Chart to portray event processes. We build a prototype system and use a news event as our example to illustrate the feasibility of the proposed approach and demonstrate the results.

Knowledge is an increasingly important asset for organizational competition, and knowledge management becomes the most important issue for an organization. Building knowledge ontology is a good solution to increase knowledge reusability. Ontology explicitly defines concepts and their relationships, which can facilitate user understanding and further analysis. Based on previous research (Wu, 2006; Chuang, 2006), this research proposes a refined method for the construction of event ontology. The method includes text pre-processing, event ontology construction, and event ontology presentation. The text pre-processing module includes POS tagger, word filter, and term analysis. Based on the concept of sub-event, we can build a 3-level architecture of event ontology that includes sub-events, events, and topics in the event ontology construction module. Event ontology construction module developed in the project provides a friendly editing environment for the user to edit the concepts and attributes of an event that may cover ¡§who,¡¨ ¡§what,¡¨ ¡§where,¡¨ and ¡§what object.¡¨ In the event ontology presentation module, event episode may be illustrated by event frames, flow charts, and Gantt charts. To verify the feasibility of the proposed method, a prototype system has been built. The Alexander Poison Event was used as an example to demonstrate the value of the prototype system.

I conduct experiments to investigate how episodic knowledge obtained from prior experience as an auditor or a manager affects audit committee members' judgment in supporting the auditor in a disagreement with management. This paper sheds light on the advantage of first-hand accounting-related experience in the important oversight task. It also brings to bear the potential benefit from direct manager experience as claimed by researchers and regulators. I find that the episodic knowledge obtained from prior experience as an auditor, especially the experience of having been a diligent auditor, strengthens the degree of auditor support of participants in the role of an audit committee member. By contrast, the effect of episodic knowledge from first-hand experience as a manager on the likelihood of auditor support varies with the manager type. While the episodic knowledge acquired from direct experience as an aggressive manager augments the level of auditor support, such knowledge attained by prior experience as a conservative manager has no significant effect.

Cette recherche a pour principal objectif de mieux comprendre la contribution des récits professionnels (apports et limites) à l’apprentissage d’un métier. Elle fait suite à une mise en place récente, au sein d’une formation universitaire d’ergonomes, de dispositifs d’apprentissage pilotés par des formateurs de l’équipe enseignante et durant lesquels des professionnels ergonomes proposent aux étudiants des mises en récit de leur expérience.L’étude des effets produits par ces récits indique que leur finalité didactique ne préjuge en rien la façon dont les étudiants destinataires vont les exploiter dans le cadre de leur formation. Tous les récits proposés ne sont pas équivalents.L’auteur indique qu’il existe des configurations plus propices que d’autres pour obtenir une exploitation féconde de ces récits en termes d’effets produits susceptibles d’être des cibles dans une formation d’ergonomes. Parmi elles, nous notons celles d’expliciter sa visée didactique par le pilote ou le professionnel, d’utiliser des supports visuels dynamiques, de développer les obstacles rencontrés et leurs résolutions, ou encore de rendre acteur les destinataires des récits. Ces résultats soulignent le rôle essentiel du formateur et des intervenants professionnels dans les choix de contenu, de présentation et d’exploitation des récits proposés. Nous notons par ailleurs une influence, certes plus ténue, mais présente des caractéristiques des étudiants dans les processus d’exploitation des récits. Tous les étudiants n’en bénéficient pas de la même manière selon leur histoire, leurs expériences passées, leurs buts et leurs mobiles. L’auteur pose ainsi le principe d’une double contribution {récit – sujet} dont certaines propriétés de couplage, étayées dans cette thèse, favorisent une exploitation féconde des récits. Enfin, plusieurs propositions pratiques d’utilisation des récits professionnels dans un contexte de formation universitaire ont été développées. Ces repères s’adressent à plusieurs publics. D’une part, quiconque souhaitant être guidé dans la mise en récit de son expérience en vue de la proposer à autrui. D’autre part, toute personne souhaitant faire appel à des professionnels pour témoigner de leur expérience dans un contexte de formation.Mots clés : formation professionnelle, récit professionnel, ergonomie, ingénierie de formation, condition et processus d’apprentissage, savoirs épisodiques. / This research aims at understanding the contribution of professional narrative accounts in preparing future ergonomists for their profession. It follows the recent introduction of a training program piloted by teachers in a university training center during which ergonomists gave students narrative accounts about their professional practice. The study of the effects of these narratives indicates that their educational purpose does not prejudge how the student will use them in a learning perspective. Some narratives were much more captivating, were better remembered, and produced much more targeted effects of ergonomics training than others by a majority of the students. All the narratives are not equivalent. Several favorable learning conditions were identified, among them the development of the professional’s explanation of the educational purpose of the narrative account, using dynamic visuals, giving real applications of how the accounts could be useful for students, involving the addressees of narratives and the development of the number of problem situations discussed during professional narratives and their resolutions. These results highlight the crucial role of the trainer and professional contributors, and provide food for thought regarding the design of training programs and the conditions of production, narration and utilization of accounts by the students and the participating professionals. We also note an influence of the student’s own cultural background, goals and mobiles in the process of operating accounts. We argue the principle of a double contribution {narrative-subject} whose some coupling properties promote a productive use of narratives.Finally, several professional guides use narratives in the context of university education are developed. They address several audiences. First, anyone wishing to be guided in developing an account of his experience. In addition, anyone wishing to engage professionals to share their experience in a training context.Keywords: professional training, professional narratives, ergonomics, teaching situation, conditions and learning process, episodic knowledge.