The 's Theory Of Energy Conversion

Tacit knowledge – know the definition and know what facilitates the exchange of this kind of knowledge (refer to discussion in Rutland and O’Hagan article).

Everything we do, everything we use is a form of energy. The resources necessary to provide us even the simplest of comforts are becoming more in demand due to population growth. As of today, coal, oil and natural gas supply almost 90% of the world’s energy needs. We are a world of oil consumption, indeed, everything we use has some form of oil product built into it. It is versatile and has been the only thing we have known for most of our lives. Realizing that the energy policies are a major economic problem is key and being able to provide policies that can have financial benefits for all parties will result in balanced energy budget. Using alternative resources will be a major adjustment by Americans and we need to focus on alternative

Week 9 lecture on Individual learning we came across that in an organization learning derives from the individual learning from each member of the organization. Consequently, individual learning is crucial for organizational learning. Learning is defined as gaining knowledge or skill. Thus, learning incorporates two meaning 1) knowing how-to which is implies the ability to act and 2) Know-why, which shows the

The Romance at Sea demonstration shows how different everyone’s perspective can be, even in a seemingly homogenous group (Thomas, 2014). This relates to organizational learning because people who perceive the would differently learn differently and also use the information that they learn in diverse ways. According to Osland, Kolb, and Rubins, “In addition to their unique experiences, each person also brings different learning goals and styles,” (2001, p 43).

A widening approval of learning between learners and social sources of knowledge instigates a connection with learning from engagement with the social world (Billett, 2002). Enterprises are slowly being pressured into incorporating and understanding learning in the workplace, as the trend of lifelong learning has transferred the burned of maintaining vocational practice to workers (Billett, 2002).

Since being identified as a model trough which knowledge where developed, held, transferred, created, and shared (brown and Duguid, 1991; Lave and Wenger, 1991, Wenger, 1998), the communities of practice approach has become increasingly significant within educational management and practice, internal and external education organizations, and public and private sectors across the world. The community of practice is originally developed by the two anthropologists Jane Lave and Etienne Wenger in a study of situated learning of five apprenticeships: Yucates midwives, Vai and Gola tailors, naval quartermasters, meat cutters, and non-drinking alcoholic. rentichicps hat is currently being used to gauge and facilitate knowledge transfer in a range

In the article “Increments of Transformation” the idea of creating new knowledge and the transformation of students is explored. Arroyos philosophy consists of three major components including Students participating as co creators, having a space of freedom for learners, and ultimately creating new knowledge (Arroyo, A., Kidd, A., Burns, S., Cruz, I., & Lawrence-Lamb, J. ,2015).

Tacit knowledge and explicit knowledge can be extremely important in our current workplace. These two are developed over time that help employees become expertise in their fields. Each one can bring value not only to the employee but the company in general. While employees cannot be directly seen, or observed learning, we can tell when people have learned by observing their behaviors. These behaviors are developed through either their experiences or what’s called tacit knowledge or classroom settings which is known as explicit knowledge. These two are not necessarily independent from one another, employees typically need some tacit knowledge to better understand explicit knowledge, while having some tacit knowledge can make learning explicit

Sitting in a classroom waiting for the teacher to walk in to teach today’s lesson, you have your pen and paper ready to take notes so you can learn for the test. Whether this scenario is a grade school student, a college student, or an employee waiting for the training to start this is where explicit knowledge would take place. Explicit knowledge is the easily communicated material that you can learn in a classroom or training room. It is something you find in a textbook and can be easily transferred through written or verbal communications. A great example of this is when I started working for GEICO I spent six weeks in a training room learning the explicit knowledge necessary to do the day-to-day job of being an Insurance Agent. It was crucial information, but its not what made me a top seller, its not what made me a great analyst, its not what made me a great recruiter, and its not what made me a great supervisor. What has helped me become a successful employee at GEICO has been the tacit knowledge I have picked up through the years. Tacit knowledge is what is learned through experiences. Throughout years of being with a company you will pick up the how, what, and who. What does this mean? Well basically it means if you pay attention to your surroundings and other employees doing this you will pick up the tacit knowledge on how to be a great employee. This does not only apply to work but it applies to life as well. Learning from your

The concept of a learning organization knows its roots back to Garratt in 1987, which later on in the late 90’s was revived by Peter Senge. Senge (1990) focuses on the organization acting as a unit where innovative ideas are generated and common goals are reached. Collective commitment of the team is fundamental. Furthermore, according to Senge (1990), the organization must go through 5 domains in order to reach the productivity of a learning organization: systems thinking, personal mastery, mental models, building shared vision and team learning.

The novel, The Fifth Discipline, states the significance of learning organizations and the fundamental learning disabilities currently in companies. As the head of planning for Royal Dutch/Shell, Arie De Geus stated, the ability to learn faster than your competitors may be the only sustainable competitive advantage (“Discipline”). The world is becoming more interconnected and businesses are becoming more complex and dynamic, which is why it is significant for work to become more “learningful.” In more depth, organizations that discover how to tap people’s commitment and capacity to absorb at all levels in an organization will truly excel in the future, as it is no longer sufficient to have one person learning for a corporation (“Discipline”). Teams that are truly learning will result in individual members growing more rapidly than before, generating extraordinary outcomes.

The first phase of Visioning is the one focused on creating and structuring long-term goals for success. The Visioning step of the transformational learning process also must take into account the inherently iterative nature of this process, allowing for a continual regeneration and inclusion of lessons learned. From this perspective, the first step in the transformational learning process, must be inherently open in structure and scope to allow for continual improvement. The transformational learning process initially appears to be a closed ecosystem, yet each of the four phases must be easily modified to reflect external needs and evolving internal strengths of people and organizations if it is to be effective. The second phase of the transformational learning process is Acquiring. This can be defined as the acquisition of both tacit and explicit knowedlge, both from the experiences of the individual and the

The aim of this experiment to determine whether energy is conserved as it is converted from one form of energy to another using a cart which rolls up and down an incline plane. The cart was given velocity by releasing a compressed spring within the cart onto a hard object (force sensor) and then letting it move and up and down the incline plane. Logger Pro recorded the carts velocity and displacement while the cart was in motion as well as the force felt on the sensor at the bottom of the plane during this time period. Whether or not energy was conserved was determined by calculating the energy of the cart at different points on the incline plane and comparing these different values. The initial energy of the cart before it was projected was calculated to be (0.144 + 0.02) J, when the energy was all elastic potential energy and the energy of the cart when the spring was at maximum compression during the first collision with the sensor was calculated to be (0.03+0.00294) J, when energy was again all elastic potential energy. This shows that energy was not conserved during the motion of the cart up and down the incline plane, therefore work was done by frictional forces and the normal to the incline. The energy of the cart was lost to heat, sound, and mostly friction between the spring and the cart.

There is the need for the organisation to acquire knowledge from outside environment and build its knowledge base and also contribute by sharing knowledge with its business partners; these constitute the seventh and eight step. Finally, as the organisation continues in its learning process, there is the need to build an organisational memory so that learning can be constantly upgraded and to avoid loss. This is also consistent with the seminal work by Huber (1991) who elaborates four constructs linked to organisational learning-knowledge acquisition (the process by which knowledge is obtained), information distribution (process by which information from different sources is shared and thereby leads to new information or understanding), information interpretation (process by which information that has been distributed is commonly understood) and organisation memory (means by which knowledge is stored for future use).

In traditional perceptions of the role of knowledge in business organizations, tacit knowledge is often viewed as the real key to getting things done and creating new value. There are two forms of knowledge that can be found in any organization: