Abstract Knowledge have gradually replaced the asset to become the most important resource of the organization , people are more and more concerned about how company do the knowledge selection , creation, storage and application in the recently 20 years. There are many researches to discuss about how organization manage its knowledge creation , but there are rare essays to discuss the process of knowledge creation. Nonaka had provided knowledge spiral model to explain how organization create knowledge, he predicted organization create knowledge through the SECI process ¡Vassociation , extermination, combination ,internalization, but he has never mentioned about the process of how individual create knowledge. This article offer ¡§From individual to organization knowledge creation integration modal ¡§ which based on the viewpoint of information flow in knowledge creation process to discuss the affecting factors of knowledge creation. We analog the cognition development theory of Piaget and combined the SECI organization knowledge conversion of Nonaka to develop individual knowledge creation modal. From this modal , we predict the new thinking comes from the process which individual try to eliminate the information gap between the outside information and inside knowledge base through the dialectical process of assimilation and accommodation. When individual offer the new idea t to the other guy of the task force, it become the new outside information of the people to do the next dialectical process , and at that time the creation type will transfer from individual to organization . We consider organization knowledge creation is the information transforming process among the individuals in the group , the new knowledge is created in the dialectical process that go through antithetical concepts such as individual ¡V organization , tacit - explicit . From this integration model, we predict the affecting factors of knowledge creation which includes the selection of creator and the fitness of organization management. Finally, we try to find the fitness factors arrangement of the knowledge creation management through the resource construction model to construct the innovation ability as organization .resource , which will let the creative activity continuous running. We interview the china steel knowledge creation activities, and use the modal what we develop to explain these cases , we also try to find the common factors of these successful activities and to find the process and the source of innovation and give some suggestion to these activities. It shows china steel cases own the most part of factors which a successful innovation need , but if these innovation activities want to last forever to become organization resource , they need to transfer the firm¡¦s frame of mind from individual achievement requirement to enterprise value emphasis.

The central theme of this doctoral research is organisational knowledge creation in the cross cultural context of the post-socialist transition of former Eastern European (EE) countries towards a more liberal market structure and methods of working. This transition was particularly important for those countries seeking European Union (EU) accession such as Romania, and impacted on those organisations having a major role in accession such as the Romanian Border Police (RBP). The need for organisations to expand their knowledge of strategic decision making for change and development resulted in a plethora of EU-funded training interventions to fill the gap. The literature suggests that as a result of the dominance of Western ideology of the transitional process, cognitive dissonance and a general disconnect with the outcomes of EU-funded projects was a product of such interventions. This research explores how a more collaborative co-inquiry methodology with partners can bring about knowledge creation as a more sustainable and significant approach for organisational change. Specifically, it investigates the reflective capabilities of a group of Romanian Border Police (RBP) managers to reveal how they can create knowledge for organisational change and development in preparation for EU accession. Simultaneously a framework for facilitation was developed as a result of using the original research of Geppert and Clark (2002) and Breiter and Scardamalia (2000), as a foundation for the operationalisation of the research and in the attempt to move away from traditional models of knowledge transfer to further develop the changing dimensions of training interventions in the EE as suggested by Michaelova and Hollinshead (2007). It is offered as a purposeful method for the sustainable organisation, in preference to western style knowledge transfer projects. The findings result in a complex model of knowledge creation for the RBP and a better understanding of how Western trainers can work with EE organisations to achieve the desired outcomes for developing organisations. Moreover recommendations are made on how the EU can best utilise this research as a basis for funding future knowledge transfer projects, to guarantee that funding is having an impact on developing organisations at a time of austerity.

This research process sought to gain an understanding of the current knowledge creation process.

This thesis focuses on contribution of users in innovation activities. Through the case analysis of a mid-small sized tech company specialized in technology testing, we study one of the main innovative projects, undertaken for a client. Employing interviews and questionnaires throughout our research, we identify characteristics of client-users who contribute substantially in the ideation development and testing of the new innovation. The company deviating from their routinized testing activities, integrate the knowledge generated by those users in a particular way. We observe, analyze and make a critique upon those knowledge integration strategies, implemented by the company at this stage. The study highlights how the firm responds to the stimulus of those users involvement, aiming to give an interpretation of the phenomenon.

This research process sought to gain an understanding of the current knowledge creation process.

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Addressing today's complex environmental challenges requires learning, collaboration across sectors, and long-term collective action. This dissertation examines the role of place-based climate adaptation workshops can play in helping communities as they grapple with the current and anticipated effects of anthropogenic climate change. The manuscript contains five chapters. The introduction (Chapter 1) presents the phenomenon of place-based climate adaptation workshops and offers an overview of the research in this dissertation. Chapters 2, 3, and 4 are stand-alone manuscripts. Chapter 2 draws upon surveys with participants in 33 workshops that took place in the United States between 2017 and 2020 to identify perceptions of meaningful outcomes and effective workshop elements. Chapter 3 describes a comparative case study that delves more deeply into 30 of the workshops from Chapter 2 and includes interviews with facilitators and local organizers to identify which workshop characteristics were most often associated with subsequent adaptation-related planning and action. In Chapter 4, we examine learning processes and outcomes in eight additional adaptation workshops held in communities in the United States from 2021 and 2023 by testing a hypothesized learning typology and exploring how it aligns with the theory of Organizational Knowledge Creation. Our findings suggest that workshops contribute to learning, strengthened feelings of efficacy, and deepened relationships, which, in turn, can yield meaningful planning and action outcomes. We suggest that workshops also expand reference groups and foster norms around climate change adaptation. We identify a range of factors that are associated with higher-performing workshops, including the presence of a local champion, co-design of workshop with participants, sustained support from workshop organizers or a backbone support organization, and a suite of effective facilitation techniques. Our exploration of learning in climate adaptation workshops indicated that learning takes place within distinct declarative, procedural, and relational domains and across tacit and explicit dimensions. We found no differences in participants' learning outcomes between in-person and online workshops. Our findings suggest that effective workshops could be designed to help participants articulate, share, and combine disparate sets and forms of knowledge. In the conclusion (Chapter 5) , I synthesize our findings and reflect on my Ph.D. experience. / Doctor of Philosophy / Tackling the kinds of intertwined social and environmental problems facing the world today requires that groups collaborate, coordinate, and learn together to take long-term action. One place where communities are coming together to learn, plan, and prepare to act is in climate adaptation workshops. These events are designed to help communities as they grapple with the current and future effects of human-caused climate change. My dissertation focuses on theses workshops, the kinds of learning that takes place in them, and the actions that happen as a result. The introduction (Chapter 1) describes place-based climate adaptation workshops and offers an overview of the research in this dissertation. Chapters 2, 3, and 4 are stand-alone manuscripts. Chapter 2 explores what workshop participants think were meaningful outcomes and effective workshop elements of the process in which they participated. Chapter 3 goes deeper into a subset of the workshops from chapter 2 and tries to identify which workshop features were most often linked to planning and action. In Chapter 4, we examine learning processes and outcomes in eight additional adaptation workshops held in communities in the United States from 2021 and 2023. We examine the kinds of learning that takes place and the ways that knowledge is shared within a group. Our findings suggest that workshops contribute to learning, empower participants, and deepened relationships, which, in turn, can yield meaningful planning and action outcomes. We suggest that workshops can also contribute to a shared identity around climate change adaptation. We identify a range of factors that are associated with higher-performing workshops, including the presence of a local champion, co-design of workshop with participants, sustained support from workshop organizers or dedicated community organizations, and a suite of effective facilitation techniques. Our exploration of learning in climate adaptation workshops indicated that important aspects of learning for adaptation involve facts and figures, processes, and learning about the group of individuals involved in adaptation. Each of these elements have easily articulated elements, as well as aspects that are less easily shared. One way workshops can help advance adaptation is by guiding groups as they make their knowledge more readily sharable. We found no differences in participants' learning outcomes between in-person and online workshops. Our findings suggest that effective workshops could be designed to help participants articulate, share, and combine disparate sets and forms of knowledge. In the conclusion (Chapter 5), I synthesize our findings and reflect on my Ph.D. experience.

Obtaining customer knowledge represents a key task across all firms given its importance for potential competitive advantage, improving service quality and achieving long-term relationships with agents. However, despite the fact that the interaction between customers and frontline employees during service encounters is considered a valuable source of customer knowledge, our understanding of the role of frontline employees as brokers in this respect remains embryonic. The purpose and motivation of this research are to explore the factors-namely, enablers and barriers-that influence frontline employees' motivation to serve as knowledge brokers. The process through which knowledge brokers transfer customer knowledge during service encounters is also considered important. This study further contributes to the theory of knowledge management by formulating a valid conceptual framework that illustrates the process of knowledge-brokering during these service encounters. This thesis adopted a qualitative research approach using an in-depth multiple case study analysis. In total, 30 semi-structured interviews with different informants (i.e. managers and employees) from three top commercial banks in Jordan were undertaken. In addition, other data sources, including documents and observations, were also informed the primary data collection. Contextually, Jordan's service-oriented economy combined with its developing nature provided a rich research environment for exploring these issues. The study reveals that frontline employees engage in knowledge-brokering during service encounters transfer through three types of customer knowledge, namely, knowledge about customers, knowledge for customers, and knowledge from customers. Furthermore, the main findings demonstrate four critical sets of factors facilitating or impeding knowledge-brokering during these events, i.e.; organisational-level factors (e.g. organisational culture, organisational structure, and organisational support), individual-level factors (e.g. job experience, prior customer knowledge, ability to understand customer knowledge, self-efficacy, and workload), technological-level factors (e.g. bank information system and a lack of a customer-relationship management system) and knowledge-level factors (e.g. tacit or explicit). It was also found that the process of knowledge-brokering during service encounters is accomplished in two ways: knowledge-brokering for the customer and knowledge-brokering for the organisation. This study also reports a set of managerial implications that provide a better understanding of the influential factors inherent in establishing and seeking to succeed in knowledge-brokering during the course of frontline bank employees' interactions during service encounters. Keywords: knowledge-brokering, frontline employees, customer knowledge, service encounters.

This thesis explores knowledge transfer between firms in multinational organisations. The subject of knowledge transfer is undisputedly important because knowledge is the essence of competitive advantage. In addition, multinational organisations are believed to be more effective at facilitating inter-firm knowledge transfer. The theoretical framework of this thesis is based on four constructs of knowledge transfer: motivation to transfer knowledge; richness of communication channels; absorptive capacity and organisational context. The research uses both quantitative and qualitative methods to explore these constructs. The research confirms the positive relationship between these constructs. Importantly, it highlights three knowledge transfer levels namely: pooling; assimilation; application and integration of knowledge into the multinational organisation. The research shows that knowledge must move through each of these levels if the focus is knowledge creation, these levels not to be treated as isolated but in fact overlapping. The research also found that high levels of espoused motivation are not always supported by proactive knowledge transfer behaviours. It demonstrated that at a certain level of knowledge transfer encouragement becomes less important than other motivational factors. Importantly, the multinational needs to manage knowledge transfer. To do this, the nature of knowledge must be considered and there needs to be an understanding that ad hoc knowledge transfer patterns can inhibit knowledge being transferred to where it may be needed. The research highlights how important it is for multinational inter-firm knowledge transfer to begin with the individual and then move to the organisation. The individual needs to have the necessary attitudes and ability to understand the benefits. Also, they need to understand that knowledge is not transferred through acceptance alone, but needs to be implemented. This means the multinational must provide strategic direction and structure that facilitates the movement of knowledge across the multinational organisation. Knowledge transfer routines must be managed to allow knowledge to move to where it can create unique knowledge because it is this unique knowledge that can be a strategic benefit to the organisation.

In the knowledge economy age, the capability of a business to gain advantage depends not only on tangible assets but also on intangible assets, such as the knowledge owned by the organization. Given the importance of knowledge, knowledge management has become a very important task for business to remain competitive. Many literatures in knowledge management have emphasized the key role of knowledge creation activities and their impact on organizational performance. In particular, they have focused on the effect of creativity. In the study, we extend previous framework to add organizational learning to enhance the existing model. An empirical study was conducted to examine the extended model. Major findings include the following: (1) Socialization, combination and internalization have positive impacts on both organizational creativity and organizational learning, but externalization does not. (2) Both organizational creativity and organizational learning have positive impacts on organizational performance. (3) The explicitness of knowledge has a moderating effect on the effect of socialization and organizational learning and on the effect of externalization and organizational learning. (4) The degree of organizational knowledge has a moderating effect on the effect of internalization and organizational creativity.