O conhecimento é um dos aspectos relevantes da gestão das organizações de diferentes setores, com impacto na maximização dos recursos organizacionais. Apesar do tema Criação do Conhecimento obter o reconhecimento no mercado organizacional como fonte valiosa de vantagem competitiva, ele ainda é incipiente e pouco explorado na gestão das entidades esportivas. Em termos de produção científica, a partir de 2016 há um crescente interesse de estudiosos de outros países sobre criação e a gestão do conhecimento no segmento das organizações e em eventos esportivos, entretanto no Brasil o tema é pouco explorado. Tendo em vista este cenário, a questão norteadora da pesquisa foi: como é realizado o processo de Criação do Conhecimento e como esse conhecimento é compartilhado nas organizações esportivas? O estudo se caracteriza como pesquisa descritiva e predominantemente como de abordagem quantitativa. Foram estudadas 27 federações paulistas olímpicas, através da aplicação de questionário composto, além do Perfil do ambiente de estudo; por blocos que correspondem as categorias do processo de criação do conhecimento analisadas: Processo de Criação do Conhecimento; Fluxos de informação e conhecimento; Condições e fatores que atuam na Criação do Conhecimento; Ferramentas no apoio à Criação do Conhecimento, e Conhecimento, aprendizagem e comunicação. Os sujeitos da pesquisa foram gestores e funcionários administrativos das entidades de diferentes níveis hierárquicos. Os resultados obtidos de 48% das federações respondentes revelaram que a criação de conceitos é realizada com maior frequência em reuniões formais e informais, seguido das experiências adquiridas na realização e organização dos eventos, também, ouvindo os filiados e demais agentes entre eles os técnicos, atletas, confederação brasileira da modalidade, árbitros, entre outros. Entretanto, o mesmo não se aplica no relacionamento com os órgãos governamentais, visando importar conhecimento. Com relação as decisões a serem tomadas, são realizadas por meio de dados anteriores que permitem prever tendências e planejar cenários futuros, o que pode ser identificado no investimento em melhoria de sistemas de TI. Os treinamentos são oferecidos em sua grande maioria para seu público externo, e os relativos aos recursos humanos do ambiente interno são realizados por iniciativa própria. Menos da metade dos respondentes afirmaram que os colaboradores possuem autonomia com liberdade de ações para decisões, assim como são estimulados a desafios, a serem proativos e ambiciosos. As equipes internas de trabalho contendo colaboradores de outras áreas foi confirmada por metade dos respondentes e praticamente não existe o rodízios de funções. Os resultados permitem supor que não existem ações ou programas voltados à Criação e ao Compartilhamento do Conhecimento. A análise dos resultados sugerem a necessidade de \"mudança\" na cultura organizacional, nas rotinas estabelecidas, que demonstram estar estandardizadas nas organizações estudadas. São apontadas as limitações e sugestões para analisar aspectos não contemplados nesta pesquisa / Knowledge is one of the relevant aspects of the management of organizations from different sectors, with an impact on the maximization of organizational resources. Although the topic Knowledge Creation obtains recognition in the organizational market as a valuable source of competitive advantage, it is still incipient and little explored in management of sports organizations. In terms of scientific production, since 2016 there is a growing interest of scholars from other countries on the creation and management of knowledge in the segment of organizations and sports events, in Brazil, however, the theme is little explored. Given this scenario, the guiding question of the research was: How is the Knowledge Creation process carried out and how is this knowledge shared in sports organizations? The study is characterized as descriptive research and predominantly as a quantitative approach. A total of 27 olympic federations of São Paulo were studied through the application of a composite questionnaire, in addition to the Profile of study environment; by blocks that correspond to the knowledge creation process cathegories analyzed: Process of Creation of Knowledge; Information and knowledge flows; Conditions and factors that act in the Creation of Knowledge; Tools in support of the Creation of Knowledge, and Knowledge, learning and communication. The subjects of the research were managers and administrative employees of entities of different hierarchical levels. The results obtained from 48% of respondent federations revealed that the creation of concepts is carried out more frequently in formal and informal meetings, followed by the experiences acquired in the conduction and organization of the events, also listening to the members and other agents among them the coaches, athletes, Brazilian confederation of the sport, referees, among others. However, the same does not apply in the relationship with government agencies, seeking to import knowledge. With regard to the decisions to be made, they are carried out using previous data that allows forecasting trends and planning future scenarios, which can be identified in the investment in improvement of IT systems. The trainings are mostly offered to its external audience, and those related to the human resources of the internal environment are carried out on their own initiative. Less than half of the respondents stated that employees have autonomy with freedom of action for decisions, as well as being encourged in challenges and to be proactive and ambitious. The internal work teams containing collaborators from other areas were confirmed by half the respondents and there is practically no rotation of functions. The results allow us to assume that there are no actions or programs aimed at Knowledge Creation and Sharing. The analysis of the results suggest the need for \"change\" in the organizational culture, in the established routines, which prove to be standardized in the organizations studied. Limitations and suggestions to analyze aspects not contemplated in this research are pointed out

Ambiguities have long intrigued design and new product development (NPD) researchers: The fascination seems rooted in an endeavor to understand how design outcomes may be created despite the ambiguous nature of such work. There are several classic contributions on how to categorize, avoid and approach ambiguities. Some of the newer theories have also pointed to benefits arising from temporarily sustaining ambiguity. Little research has considered how ambiguities emerge, how ambiguities are sensed by practitioners, and the actions the practitioners take, either to harness or to reduce the generative and transformative power of ambiguity, however. This is unfortunate, since ambiguities are at the heart of such knowing-work. If one does not know how to sense the emergence of ambiguities and act to reduce or harness their generative and transformative power, i.e. negotiate ambiguity, the work might become unproductive, confused, uncreative, and might require more energy and attention. The purpose of this research is to portray how ambiguities emerge and are negotiated in knowing-work. This is achieved by drawing on two cases of design and NPD work, from practice epistemology. The results indicated that the emerging ambiguities changed in the ongoing work, some being reduced, others becoming obsolete or persisting. The results also included five generalized actions to negotiate ambiguity: (1) constructing points of references, (2) mediating between perspectives, (3) anchoring in expertise, (4) disarming future resistance, and (5) creating shared visions. This research has concluded that the very essence of design work concerns the emergence and fading away of ambiguity. The actions taken to negotiate ambiguity mediates the emergence of the design outcome. This research makes two contributions: first, it illustrates how ambiguities open up design work by creating a space for action; second, it illustrates how actions to negotiate ambiguity maneuver in this space for action. / Den typ av arbete som tar sig an utvecklandet av nya produkter och tjänster omges ofta av oklarhet kring vad som skall skapas, hur den framtida marknaden ser ut samt vilka utmaningar som kommer att framträda under arbetets gång. Sådana oklarheter har studerats i design- och produktutvecklingsforskning, ofta under antagandet att oklarheterna bör undvikas och minimeras. Dock finns det även nyare forskning som pekar mot att oklarheter kan vara fördelaktiga i arbetet. Forskningen är dock begränsad vad gäller hur oklarheterna framträder i arbetet, hur praktiker förnimmer dessa oklarheter, samt hur en kan ta sig an dessa oklara situationer för att söka reducera eller dra nytta av potentialen i oklara situationer. Detta är olyckligt, då oklarhet ligger i skapandearbetets kärna. En sådan begränsad kunskapsbildning leder till förenklade antaganden kring oklarhetens roll i design- och produktutvecklingsarbete. Därtill får det rent praktiska konsekvenser då designkonsulternas praktik och yrkeskunnande delvis är höljd i dunkel, genom att deras förmåga att förnimma och förhandla oklarhet tidigare förbisetts. Syftet med denna forskning är således att studera hur oklarheter framträder samt förhandlas i skapandearbete, genom att stödja sig på empiriska studier av arbetet i två designkonsultföretag, utifrån ett praktikperspektiv. Resultaten visar både att oklarheter uppkommer och försvinner kontinuerligt i arbetet, samt beskriver fem förhandlingsaktiviteter: (1) skapa referenspunkter; (2) medla mellan perspektiv; (3) förankra i expertis; (4) avväpna framtida motstånd; och (5) skapa gemensamma visioner. Slutsatserna visar på att oklarheter skapar tolkningsutrymme i arbetet: i tvetydighetens många tolkningar öppnas ett utrymme för skapande och möjlighet till omtolkning. Därtill framkommer att förhandlingsaktiviteterna manövrerar i detta tolkningsutrymme, genom att nyttja eller minska oklarhetens många tolkningar. / <p>QC 20170508</p>

Informação e conhecimento têm sido citados por duas décadas como ferramentas de vantagem competitiva. Recentemente, discute-se a utilização destas na promoção da inovação. A premissa indica que a interação de indivíduos, o compartilhamento de informação e a criação do conhecimento são vitais para o sucesso das organizações que precisam aprender e inovar a todo o momento. O estudo tem como propósito apontar contribuições de um ambiente de aquisição, disseminação e utilização da informação para a subseqüente criação do conhecimento, verificando como esses dois processos ocorrem em empresas de base tecnológica. Optou-se pelo emprego do método comparativo de casos e pela pesquisa qualitativa, realizada em nove empresas de base tecnológica, as quais se encontravam incubadas ou que passaram recentemente pela fase de incubação no Parque Tecnológico da cidade de São Carlos. Entre os principais resultados, constatou-se que nas empresas graduadas a gestão da informação e seus procedimentos foi identificada como mais consciente e estruturada. Em contrapartida, percebeu-se que as empresas incubadas possuíam um ambiente com maiores condições de criação de conhecimento. / Information and knowledge have been cited for two decades as competitive advantage tools. Recently, the use of them is discussed in promotion of the innovation. The premise indicates that human interaction, information sharing and knowledge creation are vital for the success of organizations that need to learn and innovate all the time. This study has the intention to point contributions from an environment of acquisition, dissemination and the use of information to the subsequent knowledge creation, verifying how these two processes happen in technology-based companies. The comparative method of cases and qualitative research was used, conducted in nine technology-based companies, which were incubated or which passed recently by the incubating process in Technologic Park of São Carlos. Among the main results, it was found that in graduated companies the information management and its procedures was identified as more conscious and structured. However, it was also noticed that the incubated companies had an environment with better conditions for knowledge creation.

Background – Circular business models, CBMs, are an emerging topic of interest within the textile and clothing, T&amp;C, sector. They provide a new framework to tackle current environmental and social issues by redesigning a linear model previously base on the assumption of endless availability of fossil fuels and other natural resources. CBMs change these underlying assumptions in order to be regenerative and waste-less. A company´s knowledge has to be aligned with the overarching paradigm and assumptions that guide the business model, hence, the process of creating new knowledge to sustain this shift, appears to be essential. Knowledge creation enables businesses to continuously adapt to new contexts and prevent them from becoming obsolete. As such, it constitutes an enabler to develop the internal capabilities of companies to innovate. Purpose - This study is focused on understanding how knowledge is created within T&amp;C companies in the shift from a linear business model to a circular one. It is of interest for the study to uncover the ways in which knowledge about circularity is created and translated into business practices. Further, it also expects to explore the companies’ main internal barriers identified in this process. Methodology – The research was conducted through a single case study with an abductive approach, building on the theoretical perspective of Nonaka and Takeuchi’s knowledge creation theory and the SECI model for knowledge conversion. Semi-structured interviews with Dutch denim company employees were the basis for collecting primary data, supplemented by secondary data gathered through archival review. The data was analysed qualitatively through thematic content analysis. Findings – Results show that knowledge creation is enabled by personal motivation, company focus on circularity and long-lasting business relationships. Several knowledge creation practices related to the dimensions of socialisation, externalisation, combination and internalisation are identified, while different levels of process and knowledge complexity can be observed within each dimension. Internal barriers hindering circular knowledge creation relate to the complexity of circular concepts, individuals´ time, personal interest and previous knowledge on the topic. System-oriented internal barriers relate to finance, scale and company focus. Further, the role of regulations, as an external system-oriented barrier, is considered of relevance for this research. Practical implications &amp; Research limitations – This thesis creates new insights into a relatively unexplored area, knowledge creation processes in the context of CBMs. Further the specific delimitation to the denim segment within the T&amp;C sector, shares experience and guidance with practical implications for knowledge management, from companies within a segment which has a high degree of product and process innovation compared to other T&amp;C segments.

The study investigated the creation of a community of learners to integrate environmental education into early childhood curriculum. Two centres were used for the study (one kindergarten, one childcare centre). The participants were four kindergarten teachers, eight childcare staff, along with five focus group parents and six focus children from each centre. The qualitative research was conducted in two phases over one year. In phase one a case study approach was employed to allow teachers to gain confidence in the research process. During this time a two week environmental education integrated curriculum was implemented at both centres. At the conclusion of phase one a nascent community of learners was emerging. After a transition stage when the research was shared with the researcher, the teachers at both centres made the decision to lead the research in phase two using a participatory action research approach. This resulted in a growth in professional knowledge of research processes. The teachers aimed to collaboratively create a community of learners with the parents by valuing their involvement, social capital and funds of knowledge. A project approach to environmental education based on children’s environmental interests, the emergent curriculum, and the use of documentation was implemented at both centres. A conceptual artefact in the form of a community of learners was created. Bereiter’s knowledge creation metaphor and the sociological concepts of parental social capital and funds of knowledge guided the data analysis. Environmental knowledge creation by all participants in the community of learners was a significant finding. The research process resulted in all the participants (teachers, children and parents) creating their own environmental knowledge and gaining a heightened awareness of environmental education in early childhood curriculum.

The aim of this study is to enlarge knowledge concerning teachers´ knowledge creation in their everyday practices. Of central importance are questions concerned with what a teacher’s daily work looks like, to what areas does the knowledge a teacher develops in her/his daily work belong and what is their content. The major area of interest involves how the day-to-day knowledge is created as well as which type of teaching that dominates. The study is based on ethnographic fieldwork. That implies the use of a wide range of data from different sources, in my case, participating observations, different kinds of interviews and informal conversations. I followed two senior level teachers over time, one for half a year and the other for almost a whole year. Teachers´ work. The results show that teachers’ work is immediate, unpredictable, intensive and oriented by action. The relational character of the work is in focus however. Teacher’s work on building relationships with their pupils is continuously ongoing the whole time and everywhere. Relationships are created and upheld. The teaching, which is the teachers’ main task, does not take the pure form that one could assume but in many respects consists of relationships, even if at a first glance this does not appear to be the case. I have found that beyond a teacher’s actions there is often a relationship-based explanation. Yet another task that takes another form than that one could imagine and that is continually present in the everyday work is that which I call work related to grade-setting. Teachers´ knowledge. I have discovered a number of dimensions of teachers’ practical knowledge that can be considered as ”new”. These originate principally from two main areas: Pupils and teaching. The pupil-related knowledge consists of four categories: individual knowledge, “reading” knowledge, relational knowledge and care knowledge. The teaching-related categories of knowledge are: tactical didactic knowledge, subject-didactic knowledge, meta-knowledge and survival knowledge. I regard all these forms of knowledge as contextual. They are also personal as they are created by the teacher in a unique environment. My impression is that the forms of knowledge are also use-oriented and that most of them comprise a social dimension. Teachers´ knowledge creation. My findings show that teachers´ knowledge creation in everyday practice takes place within three areas, relational work, practical didactic improvement and work related to grade-setting. What I mostly find in the teachers is knowledge creation of an extremely refined manner. They test, adapt, change and improve both for their own sake and for the pupils. I use the term refinement learning for this process. Most of the knowledge creation in teachers takes place through interaction foremost with individuals, but even with texts and objects. This is explained by the profession’s relational character. The situations the teachers are involved in are never exactly the same but demand modifications to strategies previously used. Learning is here seen as invite-initiated and is best understood from a situated perspective. The interplay processes alone however cannot explain the knowledge creation that occurs. The teachers’ reflections about their teaching, which lead to new lesson elements is one example. The creation of knowledge can then best be explained from a constructivist perspective even if it also has its origin in interactive situations. Here, learning is more self-initiated. Knowledge creation can be regarded as necessary, as all the situations the teacher is involved in require solutions. They can also be regarded as natural situations as the teacher is obliged to promote both the pupils’ learning and development. This forces them to formulate explanations in all possible ways and means so that the pupils understand, as well as their creating a favourable environment so that both learning and development are encouraged. Thus teachers’ knowledge creation arises when they are working. They must learn in order to be able to handle the job itself.

The project-based nature of construction organisations creates a learning opportunity from most of the activities carried by these organisations. Knowledge is being created in the course of carrying core and non-core activities in the organisation. For organisations to make the most of this knowledge, a mechanism for tapping has to exist. Such tapping can occur through the organisation’s various activities and organisations stand to benefit if these activities are done strategically not only to tap, but also to create and transfer knowledge and ultimately enhance performance. The study has henceforth analysed the knowledge transfer process of construction organisations in the Tanzania construction industry and explored how these organisations facilitate creation and transfer of knowledge. A survey in a pilot study in the year 2001 was conducted to refine and focus the study’s questions and propositions and a case study strategy of inquiry has been adopted for the main study. Four construction organisations in the Tanzania construction industry are studied. The analyses from findings support the propositions set forth in the study and among others establish: the specificity of the knowledge transfer process in construction organisations, the situational nature of the knowledge being transferred, the ephemeral nature of goals and the “selling of jobs” in construction sites influencing incentives for knowledge management initiatives. The study further establishes that there are inadequate attributes towards knowledge creation in the organisations. That: there is limited practice of on-the-job training, peer assist and learning by imitation; codification of procedures, rules, and checklists is done insignificantly or absent completely; networking of knowledge is poor; experience sharing and learning by doing is low. In effect the study proposes an optimal knowledge transfer process for construction organisations in Tanzania using an IDEF0 business process model, and explores the cost-effectiveness for organisations in the industry pursuing knowledge management initiatives such as the knowledge transfer process. Lastly, recommendations for construction organisations at policy and functional level are made. / QC 20101008

This research focuses on how conservation authorities create organizational knowledge to enhance adaptive capacity to improve environmental policy. Organizational knowledge creation refers to the ability to create, disseminate and embody knowledge to improve products, services and systems (Nonaka and Takeuchi 1995). Organizational knowledge is required for building adaptive capacity, which is defined as the ability to anticipate, respond to and learn from disturbance and change. Highly adaptive organizations can anticipate, respond to and learn from disturbances to adjust management practices and overcome weaknesses in policy created by changing circumstances (Ascher 2001). As quasi-government agencies responsible for water management in Ontario, conservation authorities need to respond to change if they are to learn from past experiences and develop innovative water resource policy that adequately addresses increasingly complex social-ecological problems. A broad multidisciplinary literature review was conducted to develop a theoretical framework of conditions that potentially facilitate organizational knowledge creation and adaptive capacity. A case study analysis was conducted using five conservation authorities to acquire insight into the circumstances under which these conditions facilitate knowledge creation and adaptive capacity based on practical water resource management experience in three programs areas: flood damage reduction, low water response and source water protection. The case studies include Credit Valley Conservation, Grand River Conservation Authority, Maitland Valley Conservation Authority, Nottawasaga Valley Conservation Authority and Toronto Region Conservation Authorities and were chosen because they reflect a cross section of institutional attributes in terms of budget, staff, rate of growth and population. A qualitative, exploratory research methodology was employed to undertake analysis of empirical evidence from 64 semi-structured interviews with water resource practitioners. Analysis of interview transcripts was conducted with QSR NVivo, a computer-assisted qualitative data analysis software, to provide insight into the role facilitating conditions played in water resource management. Findings from the analysis suggest there are twelve facilitating conditions for creating organizational knowledge to enhance adaptive capacity in conservation authorities. A conceptual model illustrates the relative importance of the facilitating conditions to conservation authorities and highlights three core conditions: values of trust and respect, social capital and accountability. The other nine conditions include leadership, surveillance of the environment, social memory, autonomy, motivation, conditions for social interaction, dialogue, shared vision and adaptive mental models. The conceptual model identifies and operationalizes theoretical facilitating conditions in water resource management. The model has a strong theoretical underpinning developed through a consolidation of insights from various fields of study including social-ecological systems, knowledge management, organizational learning and collaborative planning. The model’s structure is derived from the observations and experiences of practitioners in managing water resources and can in turn, provide practitioners with an opportunity to recognize how their daily activities and decisions can influence organizational knowledge creation processes and adaptive capacity. From a planning perspective, this research highlights the importance of creating organizational knowledge and building adaptive capacity in planning institutions to improve their ability to develop informed and adaptive public policy.

What operational factors can explain the performance differences between manufacturing firms? Scholars have produced a significant volume of research that examines the linkages between operational factors (resources and practices) and firm performance. There is agreement that organizational capabilities mediate the relationship between operational factors and firm performance. However, due to the numerous and sometimes contradictory definitions of organizational capabilities in the literature and because organizational capabilities includes non-operational factors, it has been suggested that operational capabilities, as a sub construct of organizational capabilities, is more appropriate for establishing an empirical relationship between operational factors and firm performance. Scholars have argued that process improvement practices facilitate the development of operational capabilities, which can consequently lead to improved firm performance. Other scholars have argued that process improvement practices facilitate organizational knowledge creation, which can also influence firm performance. We integrate these two theoretical perspectives into a single conceptual model that better explains the relationship between knowledge-creating practices and firm operational performance. Specifically, we argue that knowledge-creating practices play a significant role in developing a firm’s operational capabilities, which in turn, influence firm operational performance. This research investigates the existence of a relationship between organizational knowledge creation and firm operational performance that is mediated by operational capabilities.

This research focuses on how conservation authorities create organizational knowledge to enhance adaptive capacity to improve environmental policy. Organizational knowledge creation refers to the ability to create, disseminate and embody knowledge to improve products, services and systems (Nonaka and Takeuchi 1995). Organizational knowledge is required for building adaptive capacity, which is defined as the ability to anticipate, respond to and learn from disturbance and change. Highly adaptive organizations can anticipate, respond to and learn from disturbances to adjust management practices and overcome weaknesses in policy created by changing circumstances (Ascher 2001). As quasi-government agencies responsible for water management in Ontario, conservation authorities need to respond to change if they are to learn from past experiences and develop innovative water resource policy that adequately addresses increasingly complex social-ecological problems. A broad multidisciplinary literature review was conducted to develop a theoretical framework of conditions that potentially facilitate organizational knowledge creation and adaptive capacity. A case study analysis was conducted using five conservation authorities to acquire insight into the circumstances under which these conditions facilitate knowledge creation and adaptive capacity based on practical water resource management experience in three programs areas: flood damage reduction, low water response and source water protection. The case studies include Credit Valley Conservation, Grand River Conservation Authority, Maitland Valley Conservation Authority, Nottawasaga Valley Conservation Authority and Toronto Region Conservation Authorities and were chosen because they reflect a cross section of institutional attributes in terms of budget, staff, rate of growth and population. A qualitative, exploratory research methodology was employed to undertake analysis of empirical evidence from 64 semi-structured interviews with water resource practitioners. Analysis of interview transcripts was conducted with QSR NVivo, a computer-assisted qualitative data analysis software, to provide insight into the role facilitating conditions played in water resource management. Findings from the analysis suggest there are twelve facilitating conditions for creating organizational knowledge to enhance adaptive capacity in conservation authorities. A conceptual model illustrates the relative importance of the facilitating conditions to conservation authorities and highlights three core conditions: values of trust and respect, social capital and accountability. The other nine conditions include leadership, surveillance of the environment, social memory, autonomy, motivation, conditions for social interaction, dialogue, shared vision and adaptive mental models. The conceptual model identifies and operationalizes theoretical facilitating conditions in water resource management. The model has a strong theoretical underpinning developed through a consolidation of insights from various fields of study including social-ecological systems, knowledge management, organizational learning and collaborative planning. The model’s structure is derived from the observations and experiences of practitioners in managing water resources and can in turn, provide practitioners with an opportunity to recognize how their daily activities and decisions can influence organizational knowledge creation processes and adaptive capacity. From a planning perspective, this research highlights the importance of creating organizational knowledge and building adaptive capacity in planning institutions to improve their ability to develop informed and adaptive public policy.