How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

Social Network Analysis

The theory of affordances

What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

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Cognition In The Wild

Why people benefit from e-learning differently: The effects of psychological processes on e-learning outcomes

Witnessing both opportunities and challenges in virtual work arrangements, researchers have explored a number of technological, social, and organizational factors in order to improve virtual work effectiveness. However, there is limited understanding of an important element of virtual work-the individuals. Our review of the literature indicates that the composition of individual knowledge, skills, and abilities (KSAs) required to work virtually would benefit from further research. In this study, we theoretically and empirically develop the construct of individual virtual competence that captures the key KSAs required to perform effectively in today's virtualized workplace, within a parsimonious nomological network. Substantiated by its explanatory power on individual perceived performance and satisfaction, individual virtual competence contributes to the literature by acknowledging a distinct workplace competency that can be incorporated in future individual-level studies of virtual phenomena. This research provides managers with a lens to understand differences in individual work outcomes and provides a lever to developing individuals' capabilities so as to improve work outcomes.

Individual Virtual Competence and Its Influence on Work Outcomes

This paper focuses on employees' e-learning processes during online job training. A new categorization of self-regulated learning strategies, that is, personal versus social learning strategies, is proposed, and measurement scales are developed. The new measures were tested using data collected from employees in a large company. Our approach provides context-relevant insights into online training providers and employees themselves. The results suggest that learners adopt different self-regulated learning strategies resulting in different e-learning outcomes. Furthermore, the use of self-regulated learning strategies is influenced by individual factors such as virtual competence and goal orientation, and job and contextual factors such as intellectual demand and cooperative norms. The findings can 1 help e-learners obtain better learning outcomes through their active use of varied learning strategies, 2 provide useful information for organizations that are currently using or plan to use e-learning for training, and 3 inform software designers to integrate self-regulated learning strategy support in e-learning system design and development.

The Effects of Self-Regulated Learning Processes on E-Learning Outcomes in Organizational Settings

Economic forces, competitive pressures and technological advances have created an environment within which firms have developed new ways of organizing (e.g. virtual work settings) and managing their resources (e.g. knowledge management) in order to maintain and improve firm performance. Extant research has highlighted the challenges associated with managing knowledge in virtual settings. However, researchers are still struggling to provide effective guidance to practitioners in this field. We believe that a better understanding of individual virtual competency is a potential avenue for managing the complexity of knowledge transfer in virtual settings. In particular, we suggest that optimal knowledge transfers can be achieved by individuals armed with the right personal capabilities and skills for virtual work, particularly when those knowledge transfers are emergent, bottom-up and cannot be specified a priori. The virtual competency exhibited by individuals can be the key to overcoming the constraints of knowledge transfers with such characteristics because underlying competency can facilitate effective action in unfamiliar and novel situations. In this conceptual research, we develop a theoretical model of individual virtual competence and describe its role in the communication process, which underpins effective knowledge transfer in virtual settings. Additionally, we consider the antecedent role that prior experience in virtual activity plays in aiding workers to develop virtual competence, which in turn engenders effective knowledge transfer. We conclude with implications for future research and for practicing managers.

Knowledge transfer in virtual settings: the role of individual virtual competency

The work described in this article was partially supported by the National Science Foundation of China (Projects
71571155), Digital Innovation Laboratory of Department of Information Systems at CityU of HK, and the General
Research Fund from the Research Grants Council of Hong Kong (Project CityU 142810).

Nicole Haggerty

Papers

Why people benefit from e-learning differently: The effects of psychological processes on e-learning outcomes

Individual Virtual Competence and Its Influence on Work Outcomes

The Effects of Self-Regulated Learning Processes on E-Learning Outcomes in Organizational Settings

Knowledge transfer in virtual settings: the role of individual virtual competency

IT‐mediated social interactions and knowledge sharing: Role of competence‐based trust and background heterogeneity