Search results

1 – 10 of over 72000
Article
Publication date: 4 April 2008

Yuan Fu Qiu, Yoon Ping Chui and Martin G. Helander

The purpose of this research is to aim to improve the cognitive understanding of knowledge processing and provide a cognitive knowledge modeling method in product design.

2351

Abstract

Purpose

The purpose of this research is to aim to improve the cognitive understanding of knowledge processing and provide a cognitive knowledge modeling method in product design.

Design/methodology/approach

In this paper, a cognitive model of knowledge processing is described. A cognitive knowledge modeling method is presented. Suggestions on cognitive support for knowledge based systems are provided.

Findings

There is often a fundamental mismatch between the way human process knowledge and the way it is processed by technology for supporting product design. It is necessary to develop tools, methods and technology which integrate seamlessly with the design process. This study focuses on the internal human activities and explores knowledge management research from a human factors perspective. Cognitive knowledge modeling will result in a natural integration of knowledge‐based systems into the design process.

Research limitations/implications

This study uses an experimental approach and hopefully the research can therefore be generalized to other situations.

Practical implications

This study provides guidelines for cognitive support for knowledge‐based systems.

Originality/value

Cognitive knowledge processing is described and a cognitive knowledge modeling method is presented. The paper explores knowledge management research by analyzing human activities, in combination with the study of management and engineering technologies.

Details

Journal of Knowledge Management, vol. 12 no. 2
Type: Research Article
ISSN: 1367-3270

Keywords

Article
Publication date: 22 March 2023

Hamzah Elrehail, Raed Aljahmani, Abdallah Mohammad Taamneh, Abdallah Khalaf Alsaad, Manaf Al-Okaily and Okechukwu Lawrence Emeagwali

This study explored the relationship between employees' cognitive capabilities and firm performance by exploring the moderating role of decision-making style and the mediating…

Abstract

Purpose

This study explored the relationship between employees' cognitive capabilities and firm performance by exploring the moderating role of decision-making style and the mediating effect of knowledge creation. Understanding the role of cognitive capabilities in value creation is crucial for human resource management to achieve the anticipated organizational performance.

Design/methodology/approach

Structural equation modeling, cognitive skills theory, cognitive skills acquisition theory and a knowledge creation framework were applied.

Findings

The first finding suggests that only A-shaped skills predict higher knowledge creation, while T-shaped skills do not. Second, knowledge creation predicts higher financial performance and a lower level of financial uncertainty. Third, T-shaped skills have no indirect effect on financial performance or financial uncertainty. Fourth, A-shaped skills exerted significant indirect effects on financial performance and uncertainty. Fifth, the rational decision-making style did not moderate the link between knowledge creation and financial performance, as opposed to the intuitive decision-making style.

Originality/value

A review of existing research indicates a lack of studies examining the effect of cognitive skills on organizational outcomes and contingencies under which cognitive skills lead to superior outcomes. This study advances research on T-shaped and A-shaped skills and knowledge creation by empirically exploring their interrelationships with financial performance. Managerial implications and suggestions for future research are also highlighted.

Details

EuroMed Journal of Business, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1450-2194

Keywords

Article
Publication date: 1 June 2015

Chen-Shu Wang, Yu-Chieh Li and Yeu-Ruey Tzeng

The purpose of this paper is to propose a game-based learning (GBL) content design model that replicates the two-dimensional Bloom cognitive process in GBL units. The proposed…

Abstract

Purpose

The purpose of this paper is to propose a game-based learning (GBL) content design model that replicates the two-dimensional Bloom cognitive process in GBL units. The proposed model, called the knowledge and cognitive-process representation (KCR) model, enables a game player to access three types of Bloom knowledge by allowing the learner to experience-related cognitive processes that can be replicated in the GBL units via appropriate representation approaches.

Design/methodology/approach

To validate the feasibility of the proposed KCR model, 14 GBL units for a Cisco-certified network associate (CCNA) certification training program were designed and installed on several servers. Players played the GBL units via internet browsers. According to the problem-solving theory, three game components, including a tool, feedback, and goal, are necessary for game playing and should be adopted to implement three sub-cognitive processes. A three-phase experiment was performed for one year. Subjects were university sophomores and a randomized block experiment design was implemented.

Findings

The experimental results show that, compared with a traditional web-based learning platform, the GBL platform is more efficient and it enables learners to achieve improved learning performance. In addition, most hypotheses support the fact that particular cognizance processes should be implemented by a specific representation approach in GBL. Finally, a KCR model for GBL content design is inferred to represent a cognitive process appropriately that can be referenced for both the digital content instructor and the game developer.

Research limitations/implications

Because the CCNA training material does not include meta-knowledge of Bloom knowledge type and the creation of the Bloom cognitive process, the KCR model should be further extended. In addition, others certification training materials (such as Oracle DBA, Java programmer) can be implemented on the basis of the KCR model for general validation as further research.

Practical implications

Players can acquire specific types of knowledge, such as factual knowledge, by experiencing a particular cognitive process, such as the “remembering & understanding” processes, which can be represented with a computer tool. The KCR model can provide both the instructor and the game developer with design recommendations and accelerate GBL content implementation.

Originality/value

GBL is a learning platform that can stimulate a learner by improving the motivation to learn and the learning experience. To ensure high-learning performance, the learner should perform specific cognitive processes and acquire knowledge. This research proposes a content design model for GBL units that appropriately replicate the Bloom framework in a computer game.

Article
Publication date: 25 July 2019

Haiyan Guo, Lianying Zhang, Xiaoyan Huo and Guannan Xi

This research aims to comprehensively investigate when and how cognitive conflict benefits team innovation in cross-functional project teams (CFPTs), by exploring the moderating…

2011

Abstract

Purpose

This research aims to comprehensively investigate when and how cognitive conflict benefits team innovation in cross-functional project teams (CFPTs), by exploring the moderating role of knowledge leadership and dual mediation mechanisms of elaboration of task-related information/knowledge and affective conflict.

Design/methodology/approach

All hypotheses have been empirically tested by using structural equation model to analyze the quantitative data from a questionnaire survey covering 73 CFPTs in China.

Findings

Results indicate that knowledge leadership positively moderates the relationship between cognitive conflict and CFPT innovation. This moderating effect is directly or indirectly revealed by the dual mediating roles of task-related information/knowledge elaboration and affective conflict, which are two processes manifesting whether cognitive conflict can or cannot be incorporated into team innovation.

Research limitations/implications

Despite the external validity of results limited by convenient sampling method, the findings offer implications for promoting CFPT innovation. This can be achieved by developing competent knowledge leadership into team sensegiver, dissent reconciler and facilitator to accentuate benefits of cognitive conflict in information/knowledge elaboration and attenuate the likelihood of escalating to affective conflict.

Originality/value

This study advances the understanding of why cognitive conflict has an equivocal effect on team innovation in the context of CFPT by originally revealing how leaders’ role in information/knowledge management acts as a contingency and suggesting the dual mediating mechanisms that reflect the contingent impact. Project-based teams or organizations, characterized by cognitive clashes, can enhance innovation performance by shaping the meaningfulness of information/knowledge activities triggered by cognitive conflict.

Details

International Journal of Conflict Management, vol. 30 no. 4
Type: Research Article
ISSN: 1044-4068

Keywords

Article
Publication date: 30 September 2022

Evelyn Mathuki and Jian Zhang

This study aims to determine how cognitive diversity at the workplace influences team creativity. In this regard, the authors examined knowledge sharing and team-focused inclusion…

Abstract

Purpose

This study aims to determine how cognitive diversity at the workplace influences team creativity. In this regard, the authors examined knowledge sharing and team-focused inclusion through which team members’ cognitive diversity was expected to elevate their positive work outcomes.

Design/methodology/approach

A quantitative method is used to accumulate the data. The authors surveyed workers and their respective managers at a single China-based food company. The supervisors rated the outcome variables (creativity and team effectiveness) regarding their employees, whereas employees were asked to rate the cognitive diversity, inclusion and knowledge sharing within the workgroup. The final valid sample size (n = 391) consisted of 137 workgroups with an adequate response rate (62.3%).

Findings

Cognitive diversity is related to team effectiveness but not creativity. The research found that cognitive diversity can increase creativity only through enhanced inclusion and knowledge sharing. Inclusion, likewise, explained the impact of cognitive diversity on effectiveness.

Originality/value

The originality of the current research lies in its contemporary exploration of inclusion and cognitive diversity and their pathways to team creativity and effectiveness. The social capital theory was applied to explain the proposed relationships.

Details

VINE Journal of Information and Knowledge Management Systems, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2059-5891

Keywords

Article
Publication date: 18 February 2020

Boris Bosancic

In line with the cognitive viewpoint on the phenomenon of information, the constructivist tradition based on Maturana and Varela's theory of knowing, and some aspects of Shannon's…

Abstract

Purpose

In line with the cognitive viewpoint on the phenomenon of information, the constructivist tradition based on Maturana and Varela's theory of knowing, and some aspects of Shannon's theory of communication, the purpose of this paper is to shed more light on the role of information, data, and knowledge in the cognitive system (domain) of the observer.

Design/methodology/approach

In addition to the literature review, a proposed description of the communication and knowledge acquisition processes within the observer's cognitive system/domain is elaborated.

Findings

The paper recognizes communication and knowledge acquisition as separate processes based on two roles of information within the observer's cognitive system, which are emphasized. The first role is connected with the appropriate communication aspects of Shannon's theory related to encoding cognitive entities in the cognitive domain as data representations for calculating their informativeness. The second role involves establishing relations between cognitive entities encoded as data representations through the knowledge acquisition process in the observer's cognitive domain.

Originality/value

In this way, according to the cognitive viewpoint, communication and knowledge acquisition processes are recognized as important aspects of the cognitive process as a whole. In line with such a theoretical approach, the paper seeks to provide an extension of Shannon's original idea, intending to involve the observer's knowledge structure as an important framework for the deepening of information theory.

Details

Journal of Documentation, vol. 76 no. 4
Type: Research Article
ISSN: 0022-0418

Keywords

Article
Publication date: 11 July 2019

Devi Yulia Rahmi and Nurul Indarti

This study aims to examine the role of knowledge sharing as a mediating variable on the effect of cognitive diversity on team innovation. Additionally, the study also tests the…

1554

Abstract

Purpose

This study aims to examine the role of knowledge sharing as a mediating variable on the effect of cognitive diversity on team innovation. Additionally, the study also tests the role of a moderating variable team climate on the relationship between cognitive diversity and knowledge sharing.

Design/methodology/approach

The study used an explanatory approach to test the hypothesis. A survey with structured questionnaires was distributed to 39 creative teams between radio and television broadcasting institutions in the Province of Yogyakarta, Indonesia.

Findings

The current study shows cognitive diversity has a significant association with knowledge sharing, and knowledge sharing positively associated with team innovation. The findings of this study indicate that team climate moderates the relationship between cognitive diversity and knowledge sharing. Additionally, knowledge sharing is found not to be a significant mediation on the relationship between cognitive diversity and team innovation.

Research limitations/implications

The study promises to examine how diverse teams work particularly in the context of creative teams in radio and television broadcasting institutions. However, this study only focuses on relationships; it does not examine the processes underlying those relationships. This study implies for future research agenda focusing on the mechanism affecting the relationships. Additionally, examining the relationship model in the context of a less-creative team such as banking industry could also a call for future research.

Practical implications

The results of the study contribute to managerial implications which suggest that to enhance team innovation, a team leader must design a comfortable working climate that stimulates productive knowledge sharing.

Originality/value

The study provides a comprehensive understanding of knowledge sharing and team climate on the relationship between cognitive diversity and team innovation, which are missing in previous empirical studies. Then, the study is relevant because of inconclusive findings from past studies examining the relationship between cognitive diversity and team innovation.

Details

Team Performance Management: An International Journal, vol. 25 no. 5/6
Type: Research Article
ISSN: 1352-7592

Keywords

Article
Publication date: 4 January 2013

Peter E. Swift and Alvin Hwang

This paper seeks to add to the research on the role of cognitive and affective trust in promoting knowledge sharing between executives and consequently establishing an…

6351

Abstract

Purpose

This paper seeks to add to the research on the role of cognitive and affective trust in promoting knowledge sharing between executives and consequently establishing an organizational learning environment.

Design/methodology/approach

This paper examines the influence of one conceptualization of trust, one that has two sub‐constructs – affective (emotional) trust and cognitive (rational) trust – on knowledge sharing among 157 marketing and sales executives.

Findings

The results indicate that affective trust is more important than cognitive trust in sharing interpersonal knowledge, but cognitive trust is more important in creating an organizational learning environment.

Research limitations/implications

The scope of this study was limited to the marketing and sales functions in business to consumer companies. Knowledge sharing is an acute issue in this industry and the results may not be completely applicable to less competitive industries or business functions. Therefore, researchers are encouraged to test the proposed propositions further in other industries and business functions.

Practical implications

The results indicate that organizations should focus on organizational processes which promote both affective and cognitive trust. Such processes include job rotation to improve cognitive understanding and employee screening for affective trust traits.

Originality/value

To date, much of the planned organizational learning efforts have been focused on outside interventions (i.e. training seminars, meetings, etc.) that have value but are limited in their ability to generate sustained levels of trust. To increase knowledge sharing and consequent organizational learning benefits, results of this study indicate that organizations should encourage cognitive and affective trust building endeavours.

Details

The Learning Organization, vol. 20 no. 1
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 19 July 2011

Johanna Hautala

The purpose of this paper is to develop the concept of cognitive proximity, by studying it as a process in groups and dissecting how cognitive proximity is related to knowledge

1850

Abstract

Purpose

The purpose of this paper is to develop the concept of cognitive proximity, by studying it as a process in groups and dissecting how cognitive proximity is related to knowledge creation that results, for example, in articles and technological applications. Cognitive proximity, i.e. similar knowledge bases, is essential in creating knowledge in groups whose members have different professional and cultural backgrounds, which is often the case in internationalizing universities and companies.

Design/methodology/approach

The case study includes four top‐level international academic groups from Finnish universities that have a foreign leader. The groups were followed from 2007‐2009. Interviews and diaries are analysed using mental mapping.

Findings

According to the results, cognitive proximity is achieved through cooperation and suitable tasks. Knowledge is created during cognitive friction – when members are becoming cognitively proximate through knowledge base content, but developing a cognitive distance through a knowledge base structure.

Originality/value

This paper is one of the earliest efforts to study cognitive proximity as a process in groups. Cognitive proximity has especially raised interest in the fields of knowledge management and economic geography.

Details

Journal of Knowledge Management, vol. 15 no. 4
Type: Research Article
ISSN: 1367-3270

Keywords

Article
Publication date: 1 March 2005

Devi R. Gnyawali, Alice C. Stewart and John H. Grant

By adopting a cognitive perspective, we examine ways in which knowledge creation processes within organizations effectively enhance organizational knowledge via the cognitive

Abstract

By adopting a cognitive perspective, we examine ways in which knowledge creation processes within organizations effectively enhance organizational knowledge via the cognitive processes of organizational members. We identify two distinct yet complementary learning processes—informational and interactive—and argue that these processes contribute to the creation of organizational knowledge in different ways. We use cognitive mapping to examine changes in knowledge and use a research design involving pre‐test and post‐test of cognitive maps. Results suggest that organizational knowledge generally improves as organizations engage in the knowledge creation processes and that the effectiveness of such processes in creating knowledge depends on the context. The conceptual arguments and methods developed in this paper should encourage researchers to conduct additional empirical research and help managers change the mix of the informational and interactive learning processes for effective learning as their firm's competitive environment becomes more volatile.

Details

International Journal of Organizational Analysis, vol. 13 no. 3
Type: Research Article
ISSN: 1934-8835

Keywords

1 – 10 of over 72000