Learning Review Essay

Introduction Learning Logs are more or less like personal diaries which helps you to record, structure, think about and reflect upon the evidence of your own learning. The difference between a learning log and personal diaries is that a learning log contains your conclusions about how what you have learnt is relevant to you and how you will use the new information or knowledge in the future. Development I used the Learning Log to record the courses I went on, Internet sites I had looked at, and television programmes I watched. My first experience I had when I was writing the first learning log was quite interesting and very difficult, being that I have never done anything like that before. I would say it is sometimes hard for someone to talk about oneself and feelings about something. Before I started writing the log, I asked myself a couple of questions like (What I did? , my thoughts and feelings? , what I learnt? , and What I will do differently next time? ). At first it seemed difficult to critically reflect upon my own learning’s, but over a period of time after much practising, it became a little easier and understandable. The more often I practiced the skill of self-reflection, the easier it became. Most of my learning logs were more or less focused on my personal life as it seemed easier to reflect on my personal life than reflecting on my academic life. Although talking about my personal life can get difficult as I sometimes did not know how to express my feeling toward what I was writing on. I encountered many difficulties and questions in writing my third log. At first, I thought I knew how well to write learning log, but later, I realised I was not so good. I asked myself, do I need to write every learning log referring to all my previous lecture or tutors? I cannot apply them so quick and see if they work for me. Then I realised it is easier to write about my daily life although it is harder to reflect on personal life. The content of one of my lectures (principles of marketing) was quite hard for me to write about and apply in my daily life. Apart from the above mentioned problem, I also have a question of what I learnt from an online marketing intelligent tutor program. At that tutor session, it was focused on the main issues of marketing. Evaluating the lecturers tone and works, the choice of evidence, the validity of the evidence, I think these points can be tried only when I read more commentary or article about the topic. The third lecture from my economics class was on critical reading. In the part of defining critical reading, I found myself always reading books passively and recklessly. When I have to read textbooks, this will happen easily. Some contents of those textbooks are quite long and boring. Just as now I am studying Microeconomics, I should read the whole chapter to get more information and concepts about this subject. But I don’t think it is easy to read. The sentences are long and hard to understand. When I read this textbook, I often cannot get concise concept and write summaries to be able to reflect on them One of the interesting logs I wrote was on a book I read titled â€Å"Good Decisions†. This particular log gave me a better idea on how to perfect my log writing skills because I was able to reflect on it. This book made me understand the different ways to approach ethical problems. I learnt that I have two core values, upholding harmony between people and doing the right thing, and this makes my decision-making difficult. I think I am not alone though, most people probably have similar problems and the reason why we cannot agree on some ethical issues is based on the fact that we approach them from different perspectives, rather than that we disagree on the fundamental values we have. I realised that if we share these values, our decision will depend on how we define caring for others and what things are the right things in different situations. I would also assume there might be a gender difference, with women being more likely to prioritise well-being of others and men finding it more important to uphold the rules. I decided that when next I am faced with any ethical dilemma with someone, I will try to identify what methods they are using to make the decision and see if that extra insight would help us solve the problem at hand quicker. Conclusion Overall I believe that the learning logs have helped me understand the importance of self-reflection. After I completed the amount of logs required weekly, I was able to achieve certain goals. Learning logs have made me tolerant, Analytical, Diplomatic, Become more open to learning, reflective in all I do and Self-Aware.

Conflict is rarely resolved

conflict is rarely resolved. ‘ War. It is ruthless, unforgiving and most of all, futile. Has war really ever truly resolved the issues at cause? Has there ever been a rightful winner in war? There has not and there most likely never will be. My name is Genevieve Stack; I'm Megan Stacks grandmother. I have had my fair share of confronting experiences; being at the fragile age of eighty-one, I know the truth behind war as in my earlier years, it is what surrounded the world. I have lived through some of the most devastating wars, the results never positive.I am here today to talk to you about my worry and concern for not only my granddaughter, but for all those who feel the strong urge and pull to be involved in such tragic and life-threatening events. Thousands of people are being killed daily. I remember the automatic pain in my stomach when I found out that Megan was going to be foreign correspondent in one of the most war torn countries in the world, Afghanistan. Though I tri ed to warn her consistently of the dangers, she insisted and off she went on her wild adventure, which would make any relatives stomach churn.As the anxiety wore off, I began to realize how so much heartache and fear is brought to countries, yet not a single matter is resolved by the end. War consistently fuels more and more conflict each and everyday, innocent civilians having their life taken away from them for no reason at all. When we look back at previous hardships through war that not only America but also many around the world experienced when I was Just a young girl, we begin to see a pattern; no worthy resolution evident. If we take a look at World War two for example; what good was done?Still today, we re faced with constant memories of fear and images the horrid extremities war had to offer to those involved. The problem is, we are all involved, and there are no bystanders. War, Just like a circle, goes round and round, always ending up at the same destination. The confli ct right at the stem of war is never ultimately demolished; the severity of it only increases. With this notion, watching my granddaughter make her way to Afghanistan was one of the most difficult, heart- wrenching memories I hold still today.Whilst I knew she was capable enough to look after herself, I saw her as one of my own which only deepened the emotions once she had left the devastated America following the attack on the trade center in New York. America was left truly broken and so was my heart when I watched her walk into the terrible circumstances undergoing in Afghanistan, ones, which she was not fully aware of, her naivety quite prominent and the time. She was not carrying the same mentality, as I would have hoped, her strong sense of ambition and love for work and an adventure taking the wheel, steering her into what I considered to be a â€Å"death sis†.Nobody in our family had ever done such a thing or gone on such a venture. Whilst Megan thoroughly agreed with my views on war terrors, she had not lived them as I had, this working to her disadvantage when it came to Judging her upcoming experiences and the graphic images she would face. I was at the tender age of six when World War 2 erupted, every human being around the world being filled with emotions of fear and an immense amount of distress.I remember listening to the news on the radio at night, clinging to my parents, as the choice vibrating through the speaker would say things such as â€Å"bombings in London†, leaving civilians frightened for their lives, as they could be next. No young girl at aged six should have to hear such a thing. I guess my point is that I have lived through a war; many in fact and wish to educate not only my granddaughter but further enlighten others, my main point of view expressing that conflict is rarely resolved. Megan, having been away from home for a few months now, regularly writes to her mother and l.With broad descriptions of the visuals rig ht in front of her eyes, it is official to not worry as much as I do as she speaks of running off adrenaline, the fear of having your life violently taken away from you in an instant present in her thoughts and her daily life; something a twenty five year old should not be enduring. Too many people have the tendency to intervene in times of conflict, thinking it will bring about change or bring about a resolution at a quicker pace, but this is nowhere near the true reality of war.I acknowledge that there is what society considers being the â€Å"winners† and â€Å"losers† of war, all of which is commonly decided once one party demolishes the majority of its enemy's men, causing their opponent to surrender. This, however, is not like a sport where the other team accepts their loss and moves on. This only allows the â€Å"loser† to hold a severe grudge against their opponent and their need for revenge to increase. Let's look at the Israeli-Palestinian conflict as an example; a battle that arose simply because of Zionist movement which started with a group of secular European Jews to establish a homeland for the Jews in Palestine.This conflict has been existent for ever ninety years and a resolution is something, which the world does not foresee. This is the reason why I fear for my granddaughter's life. The severity of the conflict between the Jewish and Palestinians has been significantly increasing, which additionally means the actions from one party towards the other becomes more severe. Megan being in amongst the unsafe environment only worsens my anxiety, as the circumstances are life-threatening, wars whose end is not near. The worst part is that she does not seem worried at all or concerned for how careful she will have to e.I felt as if she was not prepared to delve into a world where the images are far more graphic than any movie she may of seen or anything on a prime time news program. War is unforgiving. War is futile. There is no happy ending in war nor is there a resolution. The conflict between two parties will always be prominent and existent, even once a war has ended and the â€Å"winner† has been declared, the fueling and never ending hatred for one another is still present. As Mean's grandmother, I hope she gains the knowledge required to remain safe as she pursues this venture.

Types of Courage to Kill a Mockingbird

To Kill a Mockingbird types of courage In Harper Lee’s â€Å"To Kill a Mockingbird† Lee has three characters Atticus, Jem, and Scout Finch. These characters all have shown these types of courage physical, mental, and personal. The character Atticus shows mental and personal courage when he defends black man Tom Robinson who was being accused of something he didn’t do and this displays mental and personal courage because he knew his name would get slandered accross maycomb county, yet he still defended Tom.Atticus showed phisical courage when he cam face to face with the rabbid dog. This displays phisical courage because wasn’t afraid of his phisical body being hurt by the crazy dog. Jem Finch showed personal and phisical courage when he went back to get his pants from the Radley place. This displayed personal and phisical courage because even though Mr. Radley said he would shoot the next peron that steps foot on his yard he still went back to get it. This portion demonstrates his phisical courage.The personal courage in this is the reason he went back to get the pants, because he went back because he didnt want to disapoint his father and its a point in the book where we notice he is becoming more mature also. Jem showed mental courage when he goes back and fixes Ms. Dubose’s flowers because he was very angry with her for talking that way about his father yet he did the right thing and fixed her flowers. Scout Finch showed phisical courage when she faught Jem. This displays phiscal courage because she knew Jem was bigger older and stronger yet she still faught him and wasnt afraid of getting hurt.Scout showed personal courage when she walked away from a fight with Cicil Jacobs. This didplays personal courage because she was young and thought fight was the only way to solve a problem but she listened to her father by not fighting him. Lastly Scout showed mental courage when she was rolled into the Radley yard (by accedent) by Jem in the tire. This shows mental courage because she wasnt afraid in the Radley yard she was more conserned about herself at that point but she was in the Radley yard un afraid.

Reflection Journals Essay Example | Topics and Well Written Essays - 500 words

Reflection Journals - Essay Example Reflection. The above summary shows the importance of reducing lead poisoning. Lead poisoning can be avoided. Lead poisoning can be reduced to allowable levels. Lead poisoning can be acquired by inhaling lead that if floating in the air or eating lead-contaminated food. Sometimes people unknowingly drink lead from crystal clear tap water.Hazardous Effects of Lead Poisoning. Lead poisoning can destroy the average person’s health. The excessive intake of lead elements can hinder the development of the brain. Lead triggers the malfunctioning of the human nervous system and reduces the children’s intelligence capacity. Children are most susceptible to lead poisoning. The pregnant woman’s taking of lead elements will harm the fetus (Hembra, 2008). Government Must Act to Prevent Lead Poisoning. The government agencies cooperate to eradicate lead poisoning from the environment. The government’s environmental protection agency or EPA monitors and implements lead p oisoning programs. To help reduce lead poisoning incidences, the government agencies disseminate lead poisoning information to the public in order (Hemba, 2008).People should help eliminate Lead Poisoning. People should do their share to eliminate lead poisoning. To reduce lead poisoning, the parents must avoid lead-based jobs. The family should avoid lead-contaminated communities. The community must act to eliminate lead from entering the child’s body. The community leaders must distribute leaflets and other information on how to avoid being victims of lead poisoning.

The Impact of Leadership Servants on the Attitude of Managers and Essay

The Impact of Leadership Servants on the Attitude of Managers and Employees in Five Star Hotels in Oakland California, the USA - Essay Example Servant-Leadership is a practical philosophy which supports people who decide to serve first, and then lead as a way of rising service to individuals and institutions. Servant-leaders may or may not hold formal leadership positions. Servant-leadership encourages teamwork, trust, forethought, listening, and the ethical use of power and empowerment (Associated Newspapers, 2000, Pg. 37). No doubt the Oakland California hotels, suites & resorts journey information index page is helpful for tourist. This research has been build up by means of the wherewithal of more than a dozen reservation services so that can determine the premium deals on Oakland hotels. Some of these reservation systems proffer exacting accessibility, great negotiate rates, deals and discounts these are noticeable with a colored star (Graham, J.W. 2001, 105-119). No doubt, Influx of latest residents clamoring for amenities and sign of restaurant, edifying venue and night club breach are breathing latest life into downtown Oakland (Bass, B. M., 2001, 231-272). Eager to exploit on this impetus and attract summer revelers, the city of Oakland has developed, a many-sided marketing movement intended to bring more patrons into downtown otels and previous key sharing points all through Oakland, the direct is also "downloadable" from the city's new interactive, searchable. Beginning this month, the guide will also be present at two high-traffic San Francisco locations (B. M. 2005). 1.3 Leadership Servants On The Attitude Of Managers And Employees According to the expert analysis Servant leadership is all about the people who actually make a disparity in the real world. If one is to give a declared idea as to what it is servant leadership is in lots of ways is the uppermost spiritual path. A good leader serves somewhat beyond him, and cannot only provide sense to his own life, but to those of others (Bass, Bernard 2005). A surveillance of the columns offers us with the information that servant leadership does not go hand in hand with the behaviors of the academic inspiration grid. Whereas a study of the rows shows that servant leadership has less importance on leader behaviors connected with the significance of individuals at a moving level and less spotlight on learning from others (Bass, B. M. 2004). Servant leadership and originality argue that servant leadership tends to exploit the diversification of previously within reach form of creativity (Beazley, H., 2002). A distinction in leadership focus" mentions that the only distinction in these two leadership style is the focal point of the leader whereas if we are too look at the matrix, servant leadershi

Wrongful Convictions Assignment Example | Topics and Well Written Essays - 750 words

Wrongful Convictions - Assignment Example languishing in jails has recently triggered series of advocacy efforts in order to bring sanity and create order in the system Above all, the fundamental concern in this regard lies in giving justice to each and every member of the society. The case of the United States v. Wade is a clear demonstration of the concept of wrongful convictions that normally affect society. However, unlike in this particular case, certain cases are never appealed and innocent people end up convicted and jailed or executed. In the case of United States v. Wade, it is realized that the crime took place on 21st September, 1964 when a bank in Texas was robbed at a time when two of its employees were actually inside. Later on 24th March, 1965, Joe Wade and two other people were charged with robbing the bank. Upon his arrest, Wade was represented by a counsel who had been appointed for that purpose. When an FBI agent arranged for a lineup in the courthouse in order to trace the culprits, it was unfortunate enough that Wade did not have his counsel present. The two employees present at that time therefore identified Wade as the robber. The same occurrence took place at the trial. However, the two employees were examined to seek any connection wit h the previous lineup. However, Wade’s defense pushed for his acquittal on the premise that the lineup was in violation of the Fifth and Sixth Amendments. The court nevertheless refused that motion and Wade was convicted. The Fifth Circuit however reversed the conviction on the very premise that the lineup was in violation to the Sixth Amendment given that it was done in the absence of the defendant’s counsel (Dressler 65). The point of defense in the original trial was the feeling that the lineup was not in tandem with the Fifth and Sixth amendments. The defense categorically argued that the lineup was conducted in the absence of a counsel and could not therefore be used as the basis for making decision on the case. On the Fifth Amendment,

Human Resource Management Research Paper Example | Topics and Well Written Essays - 2500 words

Human Resource Management - Research Paper Example The case study is all about the Jet Blue Airways which was founded by David Neeleman in the year 2000. The company has been trying to provide superior service to its staffs and has been constantly struggling for finding the right candidate who could blend with the culture of the organization. Rigorous training was provided to the staffs depending upon the duties and responsibilities. Moreover, the employees or the crew members went out of their way by helping the passengers; and the pilots used to interact with the customers and also engage themselves in activities such as cleaning up the plane for the next flight. The airport manager was found issuing the boarding passes. While recruiting the candidate, the company looked for people who had a positive attitude as the candidate was often asked to do certain things that were not a part of the job description. The airlines basically looked for the five values in the people they hired and these traits were given the first preferences. T he company’s recruitment and selection process have been quite complex. The selection process of the Jet Blue Airways has been focused on the ability of the applicant to handle the situation on several hypothetical situations. Even during the selection process the company tried its best to find the candidates’ abilities to imbibe the values of the Jet Blue. It was also found that despite having revolved around the values of the organization, the employees reported that they were unhappy with the leaders. From the above paragraph, it is evident that the company had a very complex recruitment and selection process. Moreover, it has been focusing more on the values during the selection and the recruitment process. Although, the culture of the organization has helped the company to perform well in the near past, however, it is not always possible for a candidate to have all the five values that the companies look for while recruiting and selecting the candidate. The compan y may face several problems if they have such tight recruitment and selection process. The company also faced problems of leadership and teamwork despite the leaders getting the best training. The company always realized the need to focus on the training of the leaders as they would guide their followers to adhere with the culture of the organization.  

Women driving in Saudi Arabia Essay Example | Topics and Well Written Essays - 250 words - 1

Women driving in Saudi Arabia - Essay Example Due to this, it should impose stringent measures to ensure that women do not drive in public and instead leave driving to men. Women should not be allowed to drive freely as men do and they should not drive cars in men’s presence as this contradicts the Islamic laws (Macfarquhar n.d). Due to this, any woman found driving in presence should be arrested since she would have violated the government laws and lack of respect of Islamic laws. On the other hand, I think women should be allowed to drive since driving is not a reserve for men (Wollstonecraft 56). Banning women from driving is a sign of an oppressive society that does not care about the welfare of other people. Additionally, with persistence discrimination and subordination of women in Saudi Arabia, women lack self –confidence and esteem. In this case, it will be difficult for Saudi Arabia to attain gender equality by the year 2015 as enshrined in the millennium development

Offer a critical analysis and commentary on Zygmunt Bauman's work. To Essay

Offer a critical analysis and commentary on Zygmunt Bauman's work. To what extent does the Holocaust Exhibition reinforces or challenges this interpretation of the 'final solution' - Essay Example Arguably, Bauman’s thesis is a vital tool in supporting the justification on connection between modernity and holocaust occurrence among sociologists. In his thesis, Bauman argues that human adoption of modernity prompted the holocaust event. The Holocaust is a historical event that spurs among generations. Bauman’s work attracts criticism and myriad controversies amongst historians and female activists. According to critics, the holocaust symbolized oppression of women obstructing efforts for females consent. The Final Solution is patented in holocaust exhibition by Bauman as an expression of efforts by humans to exercise unjustified and uncertain elements in the society. Holocaust reveals similar procedures of exclusion that were evident in the past occurrence and can still come into play today. Holocaust traces historical patterns of Nazi’s Anti-Semitic policies and its brutal implications on Jews in Europe. It features the extent to which German Nazis served Hitler’s reign as a model for exclusion, expulsion and untimely mass murder of Jews. Holocaust events triggered links to obstinate hatred of people with Anti-Semitic towards the Jews. Origin of this hatred was because of the accusation against the Jews for killing Christ, Adolf Hitler’s opinion on this accusation was a mere motive for retaliation (Poder & Jacobsen 2012, p. 98). Rise in Anti-Semitism was gradually taking away Jews rights and freedom of civilization leaving them with two-option, first choice to practice Christianity or secondly face murder if they refuse. Jews pledge for equal rights started in 1761 and was successful in 1871. Many Jews communities moved to Poland, which until date records largest number of Jews population. Destruction of the Jews appeared as an outcome of conflict and disturbance in Poland, which occurred because of earlier insight of Jews as killers of

Modern World History Essay Example for Free

Modern World History Essay The children had very different reactions to the policy of evacuation. They all had a lot of different experiences. Some liked it and felt as if it was an adventure for them, everything was new to them so they enjoyed it especially the ones who lived with wealthy hosts, some did not want to leave. It was like a holiday. But for these children some felt scared and didnt like the change, for example this is Source I, taken from the Modern World History Heinemann textbook page 138, Everything was so clean in the room. We were given face flannels and tooth brushes. Wed never cleaned out teeth until then. And hot water came from the tap. And there was a lavatory upstairs. And carpets. And clean sheets. This was all very odd. I didnt like it. It was scary. This shows hard and weird it must have been for the children, all the changes would be very confusing. It was even worse though for the children who were mistreated, here is Source M from the same book and page. Clarence and I used to sleep together and poor Clarence used to wet the bed because he was a very nervous kid. She (the foster mother) could never tell whod done it so she used to bash the daylights out of both of us. So, of course, the more Clarence got hit the more he wet the bed. It was then we started to get locked in the cupboard. This source tells us how hard it must have been for children like Clarence. First of all they leave their family behind, leave the city they grow up in and dont know what to expect just that it would be safer than the cities. Then they end up getting beaten by the foster parents. They would feel terrified and would probably wish they had never moved. It would also be very hard for children as they would miss their family and for little kids of about 5 and 6 it would be even harder. They would feel lost and not know what to do. For the mothers and fathers it would be probably be a sad experience letting your children go and live with strangers. You only knew that your children would be safer than in the city and hopefully wouldnt be killed. You yourself wouldnt know what to expect and would probably fear the worst. All you knew was that you had a job to do in the war and had to work hard. You didnt know who you children were staying with or what they were like so it would be a traumatic experience for the parents as well as the kids. Only mums with babies were allowed to evacuate out of the cities with them otherwise they had to work. But at least you knew you were doing your bit and hopefully the hard work would take your mind off things and stop you from worrying. The parents knew the policy was a good idea but probably still had their doubts about it. Another reaction was from the emergency services. They seemed to like it. It gave them a lot more time to concentrate on the war and big things rather than having little kids causing trouble. They liked the situation and it helped them out a lot which was another reason why the evacuation itself took place. There was a lot less people in the cities, less crimes, fires etc. which made their job a lot easier which Im sure they appreciated. They definitely liked the policy. So this shows the different reactions about the policy. There were a lot of mixed opinions on whether it was good or not. Some liked it some didnt, but in my opinion it was a good thing but maybe if I was there I might have a different reaction to it.

Effect of Knowledge Transfer on Organisational Learning

Effect of Knowledge Transfer on Organisational Learning Acknowledgements I would like to express my thanks and appreciation to my supervisor Dr Zahra Salimi, for her valuable pragmatic advice and outstanding guidance during this research. Im particularly thankful to all my staff for their constant support from frome work viewpoint that has allowed me to complete this research. Many thanks to Papyrus organisation, management and employees who have participate. Finally, I would like to thank my wife Nashmeel who has been extremely supportive and patient during the time of my studies, this is dedicated to her and my boys Ayman, Shkar, and Ahmad. INTRODUCTION: The concept of knowledge management has attracted widespread interest and has been the subject of study from numerous practitioners and researchers over a long period of time. There is strong believes among world business that knowledge management is one of the most important factor for success of organisations, Romer, (1993). Therefore as individuals fail to gain employment within both formal and informal sectors, the idea of having ones own business becomes more competitive and attractive (Aderemi et al.2008). Business leaders and managers within the printing industry for example, face an increasing threat from the growing capabilities of the internet (and its related technologies) and their influence on how traditional business models find an alternative strategy for their business operation. (Andrew,1998) cited in, Cope and Freeman, 2002, p. 183). Managements of organisations are constantly looking for thebest ways to achieve better results and performances. In recent years the n ature and sources of organisational knowledge transfer within international business have received a great deal of interest, mainly due to the huge impact thatknowledge transfers make in anorganisations competitive advantage, thereby knowledge transfer can be the establishment for peoples relation. Roberts, (2000) hence organisational knowledge becomes the main focus of thought for many business practitioners and academic researchers, Harrison (2009). This research serves to explore the process of knowledge management level within Papyrus Design, and to offers recommendations to improve the level of transfer of knowledge between the organisations employees and its affect on organisational learning and performance. The aim of this study however is to concentrate on the adoption and use of knowledge management approaches and how these have contributed to the effectiveness and efficiency of the knowledge management process in establishing different approaches which can be adopted at Papyrus Design. Today the contexts of using Knowledge transfer within an organisation are very important and popular, there are many driving forces behind these popularities and can be explore some of those factors. Firstly, the interest of organisations in the development of knowledge management and learning of employees. Secondly, the requirement for existing methods of learning transfers knowledge to match the need of continuous development of knowledg e management for employees. Thirdly, the need for flexibilitys need in terms of the employees knowledge development process and learning. The Papyrus Design organisation is one of the most dynamic and trendy organisations in the North West of England. Based in Manchester and established 15 years ago, the company have over 35 employees. The main productions company is printing and marketing advertisement, the companys management structure is control management style The control management style is not helpful to learning organisations feature thats necessary to improve organisational learning, there is main manager for all departments and each department have their own manager which are the Design department and the Production department its include finishing and packing sections. Strategic significance of the research: The area to be investigated is the level of transfer knowledge inside the organisation and how this affects organisational learning. The fact that motivated author was in what extent knowledge management system existing within Papyrus Design, This raised the matter of whether the knowledge transfer is already exist but however not been well established and formulated, and to clarify the importance of advantage and opportunity of knowledge transfer among employees inside organisation. And how the organisations can be beneficial from using knowledge transfer system? The investigation outcome of existing knowledge management system within SMEs in North West of England showing that majority of them does not have the knowledge management system. Moreover the results of research presents on the extent to which knowledge management approaches were being used within UK by SMEs. The main finding is that SMEs are generally not aware of how knowledge transfer possibly be create by using of know ledge management system, Koh and Maguire (2004). Learning organisation is an organisation skilful at generating, achieving and transferring knowledge, and adapting its performance to reflect new knowledge such as organisations can transfer knowledge successfully from one part to another and hence they are much more creative and will have a greater chance in surviving than those that do not adapt. Generally an organisation can recognise extraordinary increases in performances during knowledge transfer; however successful knowledge transfer is not easy to achieve. (Argote, et .al, 2000, cited in ,Chauvet , 2003). Organizational learning its a way to the process of developing performance to better knowledge and understanding. (Fiol and Lyles, 1985, p.803) This approach is showing that organisation better with long-term results, Organisational learning is a long-term activity that can create competitive advantages over time and need managements consideration constantly. Every organisation should be able to learn; some of them learn better than others and can survive whilst at the same time are the successful learners, but the ones that do not succeed in learning will, in the end, disappear.(Easterby-Smith,et.al, 2004). The difficulty in knowledge transfer in organisations rise above the individual rank to take in transfer at higher levels of analysis, such as the group, product line, department, or division. For instance, one manufacturing team can learn from other departments on how to better collect a product, or a geographical division may learn a different approach to product aim from its partner in another division. We can measure knowledge transfer by the changes in performance and knowledge. when one sector becomes affected by another in an organisation therefore we can understand that knowledge transfer is happening. The conclusion is, organisation knowledge transfer shows itself by changes in the learning knowledge or performance at the time of units recipient. Furthermore, the strategic importance of this research can help strengthen the PAPYRUS DESIGN in the way of clarify any strength, weakness and opportunities and can suggest recommendation which help new employees learning. By giving attention to those the research objectives were summarised as the following shows: The research aim and objectives:  § To investigate the level of knowledge transfer within Papyrus Design organisation.  § To propose recommendation how knowledge management improve organisational performance Literature Review: Knowledge Management Knowledge management concept been put dawn as most recent development in management study (Easterby-Smith and Lyles 2005).and suggestion by( Hansenal ,1999) that knowledge management always been used by organisations however but not on purpose or systematic approach .Knowledge management during the 1990s becomes very popular by (Nonaka and Takeuchis,1995) Regardless of its popularity there will be still a level of confusion in term of defining knowledge management (Cong and Pandya, 2003; Vera and Grossan, 2005). Three topics been identify within knowledge management study by Scarborough and Swan (2005), literature; performance improvement, , describing managing knowledge as resource strategy and the storage and process of knowledge .Knowledge management been summarise by Vera and Grossan (2005) as â€Å"managed learning† and assumption will result a positive effect on performance , the theories and concept of knowledge management are prescriptive in the matter of what can be doing by organisation in order to manage knowledge. Organisational learning conversely is showing as resource can provide the study and regarding competitive advantage is concerned about the process of the way knowledge is developed, created ,transferred and shared (Argote and Ingram, 2000; Nonaka and Takeuchi, 1995; Pisano, 1994; Szulanski, 1996), the other view about organisational knowledge is partly stored inside peoples as sort of skills, personal ability and experience , and some other parts into the organis ation in the appearance of regulations ,rules and standards (Weick and Roberts 1993). Therefore can provide some definitions for knowledge management as below: Van der Spek and Spijkervet (1997 p43) The explicit control and knowledge management inside organisation meant to reach objectives of the company. OLeary (1998 p34) the proper way of management of knowledge helping creation, reprocess and access of knowledge, using advanced technology properly. Bassi (1999 p424) the creating process, using and capturing knowledge in order to improve organisational performance. Liebowitz and Wilcox (1997 pi) the organisations ability to manage, value, store and distribute knowledge. Cong and Pandya (2003 p27) the organisations ability to use their collective knowledge during knowledge generations process, exploitation and sharing allowed by technology to reach their objectives. its widely recognized that knowledge has two types ; explicit, (in this type knowledge has at minimum been â€Å"captured† and expressed and has perfectly been â€Å"codified†, that is , structured, documented and disseminated) , tacit ( this types of knowledge is living in individuals heads or â€Å"muscle memory† and its possible to be destined to stay there), Lynne ( 2001). Through processing of education, socialization and learning can knowledge to be transferred (Roberts J, 2000). Knowledge transfer in organizations is the process through which one unit (group, department, or section) getting affect by the experience of another. (Argote, L Ingram P, 2000). The establishment and transfer of knowledge within an organisation it has developed crucial factors in an organisations success and competitiveness. It is important to understand what does knowledge transfer mean? (Major and Cordey-Hayes, 2002, p. 422) cited in(Syed-Ikhsan S, Rowland F,2004) suggesting tha t Transfer of knowledge is a transportation of knowledge from one position, individual, ownership, etc, to another one, furthermore, there must be involvement of two or more parties and the ground for foundation and destination same time. Normally when something is transferred, someone benefits from it and someone else will lose as a result. However knowledge which is considered as intangible resources is different from tangible sources, because tangible resources expect the value to be reduced when they are used, therefore when someone transfers their knowledge, they will not lose it. As a result knowledge will grow therefore individual shares the knowledge they have (Syed-Ikhsan and Rowland, 2004). Knowledge transfer is the process during the affectation of one group member by the experience of another group, usually knowledge transfer can show itself during changes of performance or knowledge of the units recipient. Knowledge sometime can showed similar to product something out there, its possible searched out, obtained ,measured ,codified and distributed across the firm , knowledge can also be view as a process, ,rising from within the people but intimately formed by relations with other peoples. However we can see knowledge as dynamic because knowledge changes when peoples interpretation of the world around them changes (Harrison R, 2009). The organization that can transfer successfully production development mad at one organization to another will be more creative than its counterparts who are unsuccessful at knowledge transfer (Goodman Darr, 1996) cited by (Argote L, 2005). Its helpful to look at some of authors view to find out what means to them knowledge management, and why they believes that knowledge cannot be managed? can be began with the â€Å"founding fathers† of the concept, possibly the founding father- Karl Erik Sveiby, in 1990 ,wrote about subject his first book under the title, Kunskapledning in Swedish (Sveiby, 1990). Generally researchers within academic field and teachers not need to be â€Å"stuck with† whatever unsuccessful to resist to rigorous analysis, but its fascinating can see the founders of â€Å"knowledge management† is unhappy with the term However the following are much more individual views: I dont believe knowledge can be managed. Knowledge Management is a poor term, but we are stuck with it, I suppose. Knowledge Focus or Knowledge Creation (Nonaka) are better terms, because they describe a mindset, which sees knowledge as activity not an object. A is a human vision, not a technological one. (Sveiby, 2001. Cited in Wilson, 2002). One of the first one to write about the â€Å"knowledge society† and â€Å" knowledge economy† concept Drucker,(1969) and argue about the idea that knowledge can be managed. Drucker, scoffs at the notion of knowledge management. â€Å"You cant manage knowledge â€Å" he says, 2knowledge is between two ears, and only between two ears† To that extent, Drucker says its really about what individual workers do with the knowledge they have. When employees leave accompany, he says, their knowledge goes with them, no matter how much theyve shared. (Drucker, 1969. Cited in Wilson,2002). Types of Knowledge: Knowledge can be recognized as two types: tacit knowledge and explicit knowledge (Polyani, 1966). Polyani argues that tacit knowledge its something belong to personal but is still stay as a personified when the meeting happen between the people and culture he belong to, (Polanyi,1962, 1966) . the point of Polanys concept about â€Å"tacit† is means â€Å"hidden† tacit knowledge is means hidden knowledge, hidden even from knowers consciousness, this is the grounds Polanyi have the expression â€Å"We know more than we can tell† this expression even used by those they mis-use the concept and they believe this hidden knowledge , unreachable to the consciousness of knower, and in some ways can be captured.( Wilson,2002). Tacit knowledge has two dimensions; first one is technical dimension, which is cover the type of informal personal skills or crafts often referred to as (know-how). Second one is the cognitive dimension; it based of values, beliefs, ideals, schemata, and mental models (James et. al, 1999-2000). Tacit knowledge is where people have the knowledge in their minds; it is very difficult to transfer or share with other people. Tacit knowledge is considered as very personal and strongly rooted from peoples ideas, experiences, values and emotions. The technical part is indicating with specific capability and skill it has been developed (Nonaka and Takeuchi 1995), Tacit knowledge is useful knowledge can be using it to perform a task, and this type of knowledge is used as a method in order to handling whats been concentrate on (Sveiby, 1997, p. 30). Therefore tacit knowledge within business context is: action-oriented, practical, context-linked, experience-based and personal, but the work done by tacit knowledge has to be examined for strength ,quality, and reductions in term of product costs . however , there are many argument within literature see that tacit knowledge is which diced to what degree businesses within global economy and turbulent market will be competitive (Nonaka Takeuchi, 1995; Spender Grant, 1996; Sweeney, 1996; Teece, Pisano, Schuen, 1997). Furthermore tacit knowledge has a personal quality and is hard to take out from the individuals mind thereby making it difficult to transfer and communicate. This type of knowledge is deeply rooted in action, commitment and involvement in a particular context (Nonaka, I. and Takeuchi, H. 1995). Explicit knowledge is codified and can be precisely and properly expressed. It is much more formal and efficient, possible to communicate and easy to transfer. This type of knowledge has been described by individuals and assumed that it isuseful knowledge of individual within the firm. This kind of knowledge is likely more specific and objective, connecting to past activities (Nonaka, I. and Takeuchi, H. 1995). Explicit knowledge is emphasised more, both in literature and practice, therefore this type of knowledge can be passed on across people formally and easily. Cook and Brown (1999) challenging that by knowing tacit and explicit knowledge only are not enough to completely understand the knowledge concept , they see the knowledge idea have to be added to the response what someone really knows. As tacit and explicit knowledge overcomes by individuals, knowing it will be about â€Å"practice† and interconnect with the physical and social world. Mainly knowledge concern with cognitive function such as facts and skills (know what) as more knowledge concern by knowledge of behaviour as action (know how) (Vera and Grossan 2005). The other fact referring to knowledge is practical as it seats more emphasis on individual actually putting knowledge within practice instate of just its transfer, creation and storage. Brown and Duguid (1998). However they suggesting that the core capability of organisations needs the knowledge (know how) to place knowledge (know what) within practice. Cook and Brown (1999) also suggesting put the factors of knowle dge and knowing inside learning perspective by proposing they are learning processes content , that learning is a change within knowledge and knowing, it will result in changes to individuals behaviour and cognition. The use of Knowledge Organisational learnings most important consideration is how the knowledge used Nutley and Davis (2001 p36) they suggesting that present and past management of knowledge is the organisational learnings important part. Organisational learning concerning also about adaptation and building of knowledge (Stonehouse and Pemberton 1999), has been confirmed that one of the most important role about peoples learning is showing the way to organisational knowledge (Pemberton and Stonehouse 2000). Nonaka and Takeuchis (1995) .Knowledge creation model offers an understandable view about the organisational learning impact on knowledge management, clarifying the development of knowledge transfer among peoples, group, inter-organisational levels and organisation. However Alder et al (1999) recommend the role of management is to create best environment for learning that can help individuals and organisations interactions in order to build and share knowledge. This needs from organisations to provide a processes or system available in order to obtain knowledge to change or developing â€Å"the organisations that purposely search for developing organisational learning are most of the time describe as learning organisations† (Nutley and Davies 2001 p36). The concept of learning organisations was seeing as an important element to organisations capability to deal with continuous (Dixon 1994). Despite the growing attention within organizational learning. Those organisations are competent learners are described as â€Å"learning organisations†, Garvin (1993) defined a learning organisation as â€Å" an organisation acquiring, skilled at creating, and transferring knowledge, and at modifying its behavior to reproduce new knowledge and insights . Organisational learning viewed by most scholars as a development, a cognitive enterprise which over time unfolds .but they different on other matters which is more important, there are some they believes that change of behavioural is necessary for learning(Fiol and Lyles 1985), but there are others believe new ways of thinking it will be enough (Huber, 1991), and some others emphasizing that tangible market , the information process systems i.e.,( dissemination and information generation ) as a instrument during which learning should happen (Sinkula, 1994), the others suggests the need for shared organizational visions, share d mental models, and open-minded approaches in order to solve the problem (Senge,1990, 1992) Sinkula J. Baker W. Noordewier T. 1997. Journal of Academy of Marketing Science. Volume Learning Organisations Senge suggesting that learning organisation is the one continually peoples are develop their ability in order to gain the result they actually wish to and learn how to perform and learn together in best way (Senge,1990). This definition is more relaying on culture inside organisations and motivated people to learn. Garvin (1993 p.80) clarifying learning organisation as the one is acquires, creates, and transferring knowledges and adapting its behaviour in order to responses to new knowledge and insights. After this argument can summarised as fallowing:  § There is clear link between organisational learning and knowledge management.  § There is a link between learning process and process of knowledge creation.  § In order to occur organisational learning its require from organisation to develop system and structures that support peoples learning but also encourage the process of social learning and as a result the subsequent creation, capturing and sharing of knowledge.  § The establishing system is needed for organisation to use and store acquired knowledge as a main capability therefore this helps its adaptation, development and change. There are some arguments suggesting that there must be difference be made between organisational learning and individual. Although learning of individuals is important to organisations , simply the organisational learning is not the sum each persons learning .organisation its different than individuals, maintain and develop learning system that not just affect directly their members. However they pass on to others by way of organization histories and norms. (Lawrence Dyer, 1983; Martin, 1982; Mitroff Kilmann, 1976) . Hedberg(1981) suggesting that organisational learning although happens through individuals, organisations dont have brains as a human being , however but they have memories and cognitive systems. as individuals developing their personal habits, personalities, and beliefs over the times , organizations developing ideologies and world views. organizations members come and go, changes leaderships , but the memories of organizations protecting the mental maps, certain behav iours, values and norms over time . Models for Learning Organisations: Argyris (1976) suggested a theory of double loop learning which is appropriate to learn how to change underlying assumptions and values. The main theorys concentration is on problem solving that are ill-structured and complex and which change as problem-solving progress. Argyris and Schon (1978) present models for learning organisations, stand on single and double-loop learning, those types of learning have been used within organisations and recognised as adaptive and generative learning as pointed out by Senge (1990). Single-loop learning occurs when noticing errors and correcting it whilst organisations continue with their current polices and goals. Single-loop learning is the most common form of learning within firms; Senge (1990) describes this type of learning as ‘coping. The theory of Double loop outlined by Argyris Schon (1974) and is based upon (theory of action) perspective , this point of view evaluates from human beings realitys viewpoint as actors. Change in behsvi or, values, leadership and help others. Generally there are four necessary steps in processing of learning action theory:  § Finding of espoused and theory-in-use.  § New meanings invention.  § New actions production.  § Generality of results. Double loop learning involve making any of those steps applying to itself , assumptions underlying current outlooks in double loop learning are hypotheses and questioned about publically testing behavior. The double loop learnings last result should be improving of decision-makings effectiveness and enhanced acceptance of mistakes and failures. Can single-loop learning be compared with becoming affective more at what already youre doing? Whereas double-loop learning is about searching the efficiency of the target. Or in other word (single-loop learning is making things correct, while double-loop learning is making the correct things). Double-loop learning is not just related to ability of pointing and correcting errors, but also in questioning and adapting existing norms. Double-loop learning is capable of changing anorganisations knowledge base, its activities or routines. This type has also been describes by (Senge, 1990) as higher-level learning (or type of learning that can expand the capabilities of an organisation) and strategic learning. Deutero-learning occurs when the organisations are capable in carrying out single-loop and double-loop learning. It is not possible for the first two types of learning to occur if the organisations are not aware that learning should happen; however awareness of ignorance encourages learning (Nevis,1995). There is another matter regarding whats exactly controlling the process and in what extent these types of learning within organisations should occur , the main aims of double-loop learning is to challenge the question and norms, this type of learning if effectively not controlled and managed can lead to disorganisation and disharmony, that will resulting in failure to reach the goals of organisations, generally the organisational learnings key part is to improving performance or efficiency of organisations. as a result double-loop learning then require to happen within limited time , which might change within organisation according to the levels inside organisation . A primary weakness within this model is its concentrating learning of individuals. there is no any explanation or clarifying and to offer how learning of individuals is leads or connected to organisational learning. Majority models or theories of organisational learning are concentrating on the organisations individual activities, which ends to ‘individual action bias (Huysman 1999).these likely over look the playing role by institutional forces, structural conditions ,culture, history and organisational values and norms. Double-loop and Deutero Learning focuses onwhy and how to change the organisation, whereas single-loop learning is looking at the change and accepting it with no questioning underlying assumptions. However single and double-loop learning recognized as focusing too deeply on problem based learning. Another idea of organisational learning being processing constantly is Learning Cycle model. Developing new skills and ability of effectiveness is not dependent on proper training only, but also about taking experience from day to day work. However learning is a continuing process which may be seen as a cycle of ongoing development. It is dependent on our favourite particular stage of this cycle we are relaxing with. We can start learning wherever within the cycle, reliance which way you learn (Dixon N M, 2000). In order for learning to occur one has to complete the cycle; however one must not cross the cycle but go around it. Therefore the learning cycle may apply to both a specific and a general level. There are four process stages that the learning cycle has to present for learning to happen Argyris and Schon (1978): Feeling: Learning from a particular knowledge and relating it to individuals; this can be sensitive to other peoples feeling. Watching: Examining the information before making a decision; should be viewing the situation from different perspectives. Thinking: Making connections between logical experience and ideas, and reacting to how these logical analyses attach and understand with other ideas or different situations. Doing: Capability of making things happen by taking necessary action or influence people as well as taking a risk. The Learning Cycle is attaching in a methodical understanding of learning theory. even though Robert Karplus is in general conceder of this model of instruction as the father , its linked go back to the learning theories development of Piaget. To some extent more models theoretical discussion as below provided in more psychological conditions. Piaget (1964) recognized four main aspects which he thinks applicable to cognitive reasoning abilities development. The factors are: Maturation students must be physically developed and biologically mature and therefore be able of controlling physically inside their environment. Experience students past tangible experience and the capability to remember these experiences are significant for additional development. Piaget draw two kinds of experience: Physical Experience (drawn straight from objects) and Logical- Mathematical Experience (drawn with actions which influence objects). Social Communication students have to have capablility of communicating information through oral language and written . Equilibration for cognitive growth, students should be complete a state of cognitive challenge where their existing the operations of mental are not sufficient. The accommodative development (called equilibration) by which dealing student with this new information will affecting cognitive growth. Knowledge Creation: The significance of organisation knowledge creation in recent years as a corporate resource has created substantial attention. Many views consider knowledge creation as an important aspect of organizational learning. Knowledge creation is an increase development of interactions between tacit and explicit knowledge, the interactions among those types of knowledge will result to the new knowledges creation (James et. al, 1999-2000)The process of knowledge-creating is necessarily context-specific in space, time with others relationships (Nonaka and Toyama, 2003).There are arguments suggest that whilst developing new knowledge by individuals happen the organisation can play an important role in articulating and amplifying that knowledge, therefore the development of theoretical framework can provide an analytical view on the element dimensions of knowledge creation. There are two theories of organisational knowledge creation developed by Nonaka and his colleagues. The first one is episte mological dimension, which is the site of â€Å"social interaction† between tacit and explicit knowledge, and therefore knowledge is transformed from one type to another and new knowledge is produced. The second one is â€Å"ontological† dimension, which describes the way from individual to inter-organizational knowledge through group and organizational levels. However during this process an individuals knowledge is improved and crystallized as an element of the knowledge network of an organisation and this process is described as â€Å"spiral†. Nanaka and Takeuchi (1995) suggest that organizational learning results from a process in which individual (tacit) knowledge is transferred upwardly to the organisational level. This development is considering spiral of knowledge conversion come from tacit to explicit. There are some views which suggest that the explicitness of organisational knowledge creation came from exchanges between tacit and expl Effect of Knowledge Transfer on Organisational Learning Effect of Knowledge Transfer on Organisational Learning Acknowledgements I would like to express my thanks and appreciation to my supervisor Dr Zahra Salimi, for her valuable pragmatic advice and outstanding guidance during this research. Im particularly thankful to all my staff for their constant support from frome work viewpoint that has allowed me to complete this research. Many thanks to Papyrus organisation, management and employees who have participate. Finally, I would like to thank my wife Nashmeel who has been extremely supportive and patient during the time of my studies, this is dedicated to her and my boys Ayman, Shkar, and Ahmad. INTRODUCTION: The concept of knowledge management has attracted widespread interest and has been the subject of study from numerous practitioners and researchers over a long period of time. There is strong believes among world business that knowledge management is one of the most important factor for success of organisations, Romer, (1993). Therefore as individuals fail to gain employment within both formal and informal sectors, the idea of having ones own business becomes more competitive and attractive (Aderemi et al.2008). Business leaders and managers within the printing industry for example, face an increasing threat from the growing capabilities of the internet (and its related technologies) and their influence on how traditional business models find an alternative strategy for their business operation. (Andrew,1998) cited in, Cope and Freeman, 2002, p. 183). Managements of organisations are constantly looking for thebest ways to achieve better results and performances. In recent years the n ature and sources of organisational knowledge transfer within international business have received a great deal of interest, mainly due to the huge impact thatknowledge transfers make in anorganisations competitive advantage, thereby knowledge transfer can be the establishment for peoples relation. Roberts, (2000) hence organisational knowledge becomes the main focus of thought for many business practitioners and academic researchers, Harrison (2009). This research serves to explore the process of knowledge management level within Papyrus Design, and to offers recommendations to improve the level of transfer of knowledge between the organisations employees and its affect on organisational learning and performance. The aim of this study however is to concentrate on the adoption and use of knowledge management approaches and how these have contributed to the effectiveness and efficiency of the knowledge management process in establishing different approaches which can be adopted at Papyrus Design. Today the contexts of using Knowledge transfer within an organisation are very important and popular, there are many driving forces behind these popularities and can be explore some of those factors. Firstly, the interest of organisations in the development of knowledge management and learning of employees. Secondly, the requirement for existing methods of learning transfers knowledge to match the need of continuous development of knowledg e management for employees. Thirdly, the need for flexibilitys need in terms of the employees knowledge development process and learning. The Papyrus Design organisation is one of the most dynamic and trendy organisations in the North West of England. Based in Manchester and established 15 years ago, the company have over 35 employees. The main productions company is printing and marketing advertisement, the companys management structure is control management style The control management style is not helpful to learning organisations feature thats necessary to improve organisational learning, there is main manager for all departments and each department have their own manager which are the Design department and the Production department its include finishing and packing sections. Strategic significance of the research: The area to be investigated is the level of transfer knowledge inside the organisation and how this affects organisational learning. The fact that motivated author was in what extent knowledge management system existing within Papyrus Design, This raised the matter of whether the knowledge transfer is already exist but however not been well established and formulated, and to clarify the importance of advantage and opportunity of knowledge transfer among employees inside organisation. And how the organisations can be beneficial from using knowledge transfer system? The investigation outcome of existing knowledge management system within SMEs in North West of England showing that majority of them does not have the knowledge management system. Moreover the results of research presents on the extent to which knowledge management approaches were being used within UK by SMEs. The main finding is that SMEs are generally not aware of how knowledge transfer possibly be create by using of know ledge management system, Koh and Maguire (2004). Learning organisation is an organisation skilful at generating, achieving and transferring knowledge, and adapting its performance to reflect new knowledge such as organisations can transfer knowledge successfully from one part to another and hence they are much more creative and will have a greater chance in surviving than those that do not adapt. Generally an organisation can recognise extraordinary increases in performances during knowledge transfer; however successful knowledge transfer is not easy to achieve. (Argote, et .al, 2000, cited in ,Chauvet , 2003). Organizational learning its a way to the process of developing performance to better knowledge and understanding. (Fiol and Lyles, 1985, p.803) This approach is showing that organisation better with long-term results, Organisational learning is a long-term activity that can create competitive advantages over time and need managements consideration constantly. Every organisation should be able to learn; some of them learn better than others and can survive whilst at the same time are the successful learners, but the ones that do not succeed in learning will, in the end, disappear.(Easterby-Smith,et.al, 2004). The difficulty in knowledge transfer in organisations rise above the individual rank to take in transfer at higher levels of analysis, such as the group, product line, department, or division. For instance, one manufacturing team can learn from other departments on how to better collect a product, or a geographical division may learn a different approach to product aim from its partner in another division. We can measure knowledge transfer by the changes in performance and knowledge. when one sector becomes affected by another in an organisation therefore we can understand that knowledge transfer is happening. The conclusion is, organisation knowledge transfer shows itself by changes in the learning knowledge or performance at the time of units recipient. Furthermore, the strategic importance of this research can help strengthen the PAPYRUS DESIGN in the way of clarify any strength, weakness and opportunities and can suggest recommendation which help new employees learning. By giving attention to those the research objectives were summarised as the following shows: The research aim and objectives:  § To investigate the level of knowledge transfer within Papyrus Design organisation.  § To propose recommendation how knowledge management improve organisational performance Literature Review: Knowledge Management Knowledge management concept been put dawn as most recent development in management study (Easterby-Smith and Lyles 2005).and suggestion by( Hansenal ,1999) that knowledge management always been used by organisations however but not on purpose or systematic approach .Knowledge management during the 1990s becomes very popular by (Nonaka and Takeuchis,1995) Regardless of its popularity there will be still a level of confusion in term of defining knowledge management (Cong and Pandya, 2003; Vera and Grossan, 2005). Three topics been identify within knowledge management study by Scarborough and Swan (2005), literature; performance improvement, , describing managing knowledge as resource strategy and the storage and process of knowledge .Knowledge management been summarise by Vera and Grossan (2005) as â€Å"managed learning† and assumption will result a positive effect on performance , the theories and concept of knowledge management are prescriptive in the matter of what can be doing by organisation in order to manage knowledge. Organisational learning conversely is showing as resource can provide the study and regarding competitive advantage is concerned about the process of the way knowledge is developed, created ,transferred and shared (Argote and Ingram, 2000; Nonaka and Takeuchi, 1995; Pisano, 1994; Szulanski, 1996), the other view about organisational knowledge is partly stored inside peoples as sort of skills, personal ability and experience , and some other parts into the organis ation in the appearance of regulations ,rules and standards (Weick and Roberts 1993). Therefore can provide some definitions for knowledge management as below: Van der Spek and Spijkervet (1997 p43) The explicit control and knowledge management inside organisation meant to reach objectives of the company. OLeary (1998 p34) the proper way of management of knowledge helping creation, reprocess and access of knowledge, using advanced technology properly. Bassi (1999 p424) the creating process, using and capturing knowledge in order to improve organisational performance. Liebowitz and Wilcox (1997 pi) the organisations ability to manage, value, store and distribute knowledge. Cong and Pandya (2003 p27) the organisations ability to use their collective knowledge during knowledge generations process, exploitation and sharing allowed by technology to reach their objectives. its widely recognized that knowledge has two types ; explicit, (in this type knowledge has at minimum been â€Å"captured† and expressed and has perfectly been â€Å"codified†, that is , structured, documented and disseminated) , tacit ( this types of knowledge is living in individuals heads or â€Å"muscle memory† and its possible to be destined to stay there), Lynne ( 2001). Through processing of education, socialization and learning can knowledge to be transferred (Roberts J, 2000). Knowledge transfer in organizations is the process through which one unit (group, department, or section) getting affect by the experience of another. (Argote, L Ingram P, 2000). The establishment and transfer of knowledge within an organisation it has developed crucial factors in an organisations success and competitiveness. It is important to understand what does knowledge transfer mean? (Major and Cordey-Hayes, 2002, p. 422) cited in(Syed-Ikhsan S, Rowland F,2004) suggesting tha t Transfer of knowledge is a transportation of knowledge from one position, individual, ownership, etc, to another one, furthermore, there must be involvement of two or more parties and the ground for foundation and destination same time. Normally when something is transferred, someone benefits from it and someone else will lose as a result. However knowledge which is considered as intangible resources is different from tangible sources, because tangible resources expect the value to be reduced when they are used, therefore when someone transfers their knowledge, they will not lose it. As a result knowledge will grow therefore individual shares the knowledge they have (Syed-Ikhsan and Rowland, 2004). Knowledge transfer is the process during the affectation of one group member by the experience of another group, usually knowledge transfer can show itself during changes of performance or knowledge of the units recipient. Knowledge sometime can showed similar to product something out there, its possible searched out, obtained ,measured ,codified and distributed across the firm , knowledge can also be view as a process, ,rising from within the people but intimately formed by relations with other peoples. However we can see knowledge as dynamic because knowledge changes when peoples interpretation of the world around them changes (Harrison R, 2009). The organization that can transfer successfully production development mad at one organization to another will be more creative than its counterparts who are unsuccessful at knowledge transfer (Goodman Darr, 1996) cited by (Argote L, 2005). Its helpful to look at some of authors view to find out what means to them knowledge management, and why they believes that knowledge cannot be managed? can be began with the â€Å"founding fathers† of the concept, possibly the founding father- Karl Erik Sveiby, in 1990 ,wrote about subject his first book under the title, Kunskapledning in Swedish (Sveiby, 1990). Generally researchers within academic field and teachers not need to be â€Å"stuck with† whatever unsuccessful to resist to rigorous analysis, but its fascinating can see the founders of â€Å"knowledge management† is unhappy with the term However the following are much more individual views: I dont believe knowledge can be managed. Knowledge Management is a poor term, but we are stuck with it, I suppose. Knowledge Focus or Knowledge Creation (Nonaka) are better terms, because they describe a mindset, which sees knowledge as activity not an object. A is a human vision, not a technological one. (Sveiby, 2001. Cited in Wilson, 2002). One of the first one to write about the â€Å"knowledge society† and â€Å" knowledge economy† concept Drucker,(1969) and argue about the idea that knowledge can be managed. Drucker, scoffs at the notion of knowledge management. â€Å"You cant manage knowledge â€Å" he says, 2knowledge is between two ears, and only between two ears† To that extent, Drucker says its really about what individual workers do with the knowledge they have. When employees leave accompany, he says, their knowledge goes with them, no matter how much theyve shared. (Drucker, 1969. Cited in Wilson,2002). Types of Knowledge: Knowledge can be recognized as two types: tacit knowledge and explicit knowledge (Polyani, 1966). Polyani argues that tacit knowledge its something belong to personal but is still stay as a personified when the meeting happen between the people and culture he belong to, (Polanyi,1962, 1966) . the point of Polanys concept about â€Å"tacit† is means â€Å"hidden† tacit knowledge is means hidden knowledge, hidden even from knowers consciousness, this is the grounds Polanyi have the expression â€Å"We know more than we can tell† this expression even used by those they mis-use the concept and they believe this hidden knowledge , unreachable to the consciousness of knower, and in some ways can be captured.( Wilson,2002). Tacit knowledge has two dimensions; first one is technical dimension, which is cover the type of informal personal skills or crafts often referred to as (know-how). Second one is the cognitive dimension; it based of values, beliefs, ideals, schemata, and mental models (James et. al, 1999-2000). Tacit knowledge is where people have the knowledge in their minds; it is very difficult to transfer or share with other people. Tacit knowledge is considered as very personal and strongly rooted from peoples ideas, experiences, values and emotions. The technical part is indicating with specific capability and skill it has been developed (Nonaka and Takeuchi 1995), Tacit knowledge is useful knowledge can be using it to perform a task, and this type of knowledge is used as a method in order to handling whats been concentrate on (Sveiby, 1997, p. 30). Therefore tacit knowledge within business context is: action-oriented, practical, context-linked, experience-based and personal, but the work done by tacit knowledge has to be examined for strength ,quality, and reductions in term of product costs . however , there are many argument within literature see that tacit knowledge is which diced to what degree businesses within global economy and turbulent market will be competitive (Nonaka Takeuchi, 1995; Spender Grant, 1996; Sweeney, 1996; Teece, Pisano, Schuen, 1997). Furthermore tacit knowledge has a personal quality and is hard to take out from the individuals mind thereby making it difficult to transfer and communicate. This type of knowledge is deeply rooted in action, commitment and involvement in a particular context (Nonaka, I. and Takeuchi, H. 1995). Explicit knowledge is codified and can be precisely and properly expressed. It is much more formal and efficient, possible to communicate and easy to transfer. This type of knowledge has been described by individuals and assumed that it isuseful knowledge of individual within the firm. This kind of knowledge is likely more specific and objective, connecting to past activities (Nonaka, I. and Takeuchi, H. 1995). Explicit knowledge is emphasised more, both in literature and practice, therefore this type of knowledge can be passed on across people formally and easily. Cook and Brown (1999) challenging that by knowing tacit and explicit knowledge only are not enough to completely understand the knowledge concept , they see the knowledge idea have to be added to the response what someone really knows. As tacit and explicit knowledge overcomes by individuals, knowing it will be about â€Å"practice† and interconnect with the physical and social world. Mainly knowledge concern with cognitive function such as facts and skills (know what) as more knowledge concern by knowledge of behaviour as action (know how) (Vera and Grossan 2005). The other fact referring to knowledge is practical as it seats more emphasis on individual actually putting knowledge within practice instate of just its transfer, creation and storage. Brown and Duguid (1998). However they suggesting that the core capability of organisations needs the knowledge (know how) to place knowledge (know what) within practice. Cook and Brown (1999) also suggesting put the factors of knowle dge and knowing inside learning perspective by proposing they are learning processes content , that learning is a change within knowledge and knowing, it will result in changes to individuals behaviour and cognition. The use of Knowledge Organisational learnings most important consideration is how the knowledge used Nutley and Davis (2001 p36) they suggesting that present and past management of knowledge is the organisational learnings important part. Organisational learning concerning also about adaptation and building of knowledge (Stonehouse and Pemberton 1999), has been confirmed that one of the most important role about peoples learning is showing the way to organisational knowledge (Pemberton and Stonehouse 2000). Nonaka and Takeuchis (1995) .Knowledge creation model offers an understandable view about the organisational learning impact on knowledge management, clarifying the development of knowledge transfer among peoples, group, inter-organisational levels and organisation. However Alder et al (1999) recommend the role of management is to create best environment for learning that can help individuals and organisations interactions in order to build and share knowledge. This needs from organisations to provide a processes or system available in order to obtain knowledge to change or developing â€Å"the organisations that purposely search for developing organisational learning are most of the time describe as learning organisations† (Nutley and Davies 2001 p36). The concept of learning organisations was seeing as an important element to organisations capability to deal with continuous (Dixon 1994). Despite the growing attention within organizational learning. Those organisations are competent learners are described as â€Å"learning organisations†, Garvin (1993) defined a learning organisation as â€Å" an organisation acquiring, skilled at creating, and transferring knowledge, and at modifying its behavior to reproduce new knowledge and insights . Organisational learning viewed by most scholars as a development, a cognitive enterprise which over time unfolds .but they different on other matters which is more important, there are some they believes that change of behavioural is necessary for learning(Fiol and Lyles 1985), but there are others believe new ways of thinking it will be enough (Huber, 1991), and some others emphasizing that tangible market , the information process systems i.e.,( dissemination and information generation ) as a instrument during which learning should happen (Sinkula, 1994), the others suggests the need for shared organizational visions, share d mental models, and open-minded approaches in order to solve the problem (Senge,1990, 1992) Sinkula J. Baker W. Noordewier T. 1997. Journal of Academy of Marketing Science. Volume Learning Organisations Senge suggesting that learning organisation is the one continually peoples are develop their ability in order to gain the result they actually wish to and learn how to perform and learn together in best way (Senge,1990). This definition is more relaying on culture inside organisations and motivated people to learn. Garvin (1993 p.80) clarifying learning organisation as the one is acquires, creates, and transferring knowledges and adapting its behaviour in order to responses to new knowledge and insights. After this argument can summarised as fallowing:  § There is clear link between organisational learning and knowledge management.  § There is a link between learning process and process of knowledge creation.  § In order to occur organisational learning its require from organisation to develop system and structures that support peoples learning but also encourage the process of social learning and as a result the subsequent creation, capturing and sharing of knowledge.  § The establishing system is needed for organisation to use and store acquired knowledge as a main capability therefore this helps its adaptation, development and change. There are some arguments suggesting that there must be difference be made between organisational learning and individual. Although learning of individuals is important to organisations , simply the organisational learning is not the sum each persons learning .organisation its different than individuals, maintain and develop learning system that not just affect directly their members. However they pass on to others by way of organization histories and norms. (Lawrence Dyer, 1983; Martin, 1982; Mitroff Kilmann, 1976) . Hedberg(1981) suggesting that organisational learning although happens through individuals, organisations dont have brains as a human being , however but they have memories and cognitive systems. as individuals developing their personal habits, personalities, and beliefs over the times , organizations developing ideologies and world views. organizations members come and go, changes leaderships , but the memories of organizations protecting the mental maps, certain behav iours, values and norms over time . Models for Learning Organisations: Argyris (1976) suggested a theory of double loop learning which is appropriate to learn how to change underlying assumptions and values. The main theorys concentration is on problem solving that are ill-structured and complex and which change as problem-solving progress. Argyris and Schon (1978) present models for learning organisations, stand on single and double-loop learning, those types of learning have been used within organisations and recognised as adaptive and generative learning as pointed out by Senge (1990). Single-loop learning occurs when noticing errors and correcting it whilst organisations continue with their current polices and goals. Single-loop learning is the most common form of learning within firms; Senge (1990) describes this type of learning as ‘coping. The theory of Double loop outlined by Argyris Schon (1974) and is based upon (theory of action) perspective , this point of view evaluates from human beings realitys viewpoint as actors. Change in behsvi or, values, leadership and help others. Generally there are four necessary steps in processing of learning action theory:  § Finding of espoused and theory-in-use.  § New meanings invention.  § New actions production.  § Generality of results. Double loop learning involve making any of those steps applying to itself , assumptions underlying current outlooks in double loop learning are hypotheses and questioned about publically testing behavior. The double loop learnings last result should be improving of decision-makings effectiveness and enhanced acceptance of mistakes and failures. Can single-loop learning be compared with becoming affective more at what already youre doing? Whereas double-loop learning is about searching the efficiency of the target. Or in other word (single-loop learning is making things correct, while double-loop learning is making the correct things). Double-loop learning is not just related to ability of pointing and correcting errors, but also in questioning and adapting existing norms. Double-loop learning is capable of changing anorganisations knowledge base, its activities or routines. This type has also been describes by (Senge, 1990) as higher-level learning (or type of learning that can expand the capabilities of an organisation) and strategic learning. Deutero-learning occurs when the organisations are capable in carrying out single-loop and double-loop learning. It is not possible for the first two types of learning to occur if the organisations are not aware that learning should happen; however awareness of ignorance encourages learning (Nevis,1995). There is another matter regarding whats exactly controlling the process and in what extent these types of learning within organisations should occur , the main aims of double-loop learning is to challenge the question and norms, this type of learning if effectively not controlled and managed can lead to disorganisation and disharmony, that will resulting in failure to reach the goals of organisations, generally the organisational learnings key part is to improving performance or efficiency of organisations. as a result double-loop learning then require to happen within limited time , which might change within organisation according to the levels inside organisation . A primary weakness within this model is its concentrating learning of individuals. there is no any explanation or clarifying and to offer how learning of individuals is leads or connected to organisational learning. Majority models or theories of organisational learning are concentrating on the organisations individual activities, which ends to ‘individual action bias (Huysman 1999).these likely over look the playing role by institutional forces, structural conditions ,culture, history and organisational values and norms. Double-loop and Deutero Learning focuses onwhy and how to change the organisation, whereas single-loop learning is looking at the change and accepting it with no questioning underlying assumptions. However single and double-loop learning recognized as focusing too deeply on problem based learning. Another idea of organisational learning being processing constantly is Learning Cycle model. Developing new skills and ability of effectiveness is not dependent on proper training only, but also about taking experience from day to day work. However learning is a continuing process which may be seen as a cycle of ongoing development. It is dependent on our favourite particular stage of this cycle we are relaxing with. We can start learning wherever within the cycle, reliance which way you learn (Dixon N M, 2000). In order for learning to occur one has to complete the cycle; however one must not cross the cycle but go around it. Therefore the learning cycle may apply to both a specific and a general level. There are four process stages that the learning cycle has to present for learning to happen Argyris and Schon (1978): Feeling: Learning from a particular knowledge and relating it to individuals; this can be sensitive to other peoples feeling. Watching: Examining the information before making a decision; should be viewing the situation from different perspectives. Thinking: Making connections between logical experience and ideas, and reacting to how these logical analyses attach and understand with other ideas or different situations. Doing: Capability of making things happen by taking necessary action or influence people as well as taking a risk. The Learning Cycle is attaching in a methodical understanding of learning theory. even though Robert Karplus is in general conceder of this model of instruction as the father , its linked go back to the learning theories development of Piaget. To some extent more models theoretical discussion as below provided in more psychological conditions. Piaget (1964) recognized four main aspects which he thinks applicable to cognitive reasoning abilities development. The factors are: Maturation students must be physically developed and biologically mature and therefore be able of controlling physically inside their environment. Experience students past tangible experience and the capability to remember these experiences are significant for additional development. Piaget draw two kinds of experience: Physical Experience (drawn straight from objects) and Logical- Mathematical Experience (drawn with actions which influence objects). Social Communication students have to have capablility of communicating information through oral language and written . Equilibration for cognitive growth, students should be complete a state of cognitive challenge where their existing the operations of mental are not sufficient. The accommodative development (called equilibration) by which dealing student with this new information will affecting cognitive growth. Knowledge Creation: The significance of organisation knowledge creation in recent years as a corporate resource has created substantial attention. Many views consider knowledge creation as an important aspect of organizational learning. Knowledge creation is an increase development of interactions between tacit and explicit knowledge, the interactions among those types of knowledge will result to the new knowledges creation (James et. al, 1999-2000)The process of knowledge-creating is necessarily context-specific in space, time with others relationships (Nonaka and Toyama, 2003).There are arguments suggest that whilst developing new knowledge by individuals happen the organisation can play an important role in articulating and amplifying that knowledge, therefore the development of theoretical framework can provide an analytical view on the element dimensions of knowledge creation. There are two theories of organisational knowledge creation developed by Nonaka and his colleagues. The first one is episte mological dimension, which is the site of â€Å"social interaction† between tacit and explicit knowledge, and therefore knowledge is transformed from one type to another and new knowledge is produced. The second one is â€Å"ontological† dimension, which describes the way from individual to inter-organizational knowledge through group and organizational levels. However during this process an individuals knowledge is improved and crystallized as an element of the knowledge network of an organisation and this process is described as â€Å"spiral†. Nanaka and Takeuchi (1995) suggest that organizational learning results from a process in which individual (tacit) knowledge is transferred upwardly to the organisational level. This development is considering spiral of knowledge conversion come from tacit to explicit. There are some views which suggest that the explicitness of organisational knowledge creation came from exchanges between tacit and expl

What Happened at the Battle of Fallen Timbers? :: American America History

What Happened at the Battle of Fallen Timbers? The Battle of Fallen Timbers started on Wednesday, August 20, 1794. The battle took place on the lower Maumee River Valley which is the present state of Ohio. Major General Anthony Wayne was encamped with a military force of 3,700 men, 2,000 of whom were part of the regular United States Army. The rest were Kentucky mounted militia. Fighting the Americans were some 2,000 hostile Indians. The Indians were allies of the British and the British had just recently built Fort Miamis. This fort was deep in American Territory, and stopped the Americans from further westward expansion. The tribes facing Wayne and his army were the Miamis, under Chief Little Turtle, the Shawnees under Blue Jacket and the Pottawawatomies, Ottawas, Chippewas, Saulk, Fox, and some Iroquios, plus a few British and French Canadians disguised as Indians. Wayne was not sure how he and his army would fight the Indians. The terrain was very wooded and hilly. Artillery such as cannons could not be used. It was difficult for the Americans since they were not accustomed to fighting in the forest. Since cannons could not be brought easily back into the woods Wayne left cannons at Fort Deposit and Fort Defiance. Wayne was one of the first in camp to arise on August 20. Everyone had been waiting for a surprise attack from the Indians for about three days. Most of the men were tired from not having a good night of rest, they were not ready to fight. General Wayne insisted that all the soldiers wear all their uniforms. It was very hot and the soldiers had to wear, a dark blue coat, dark hat, buff breaches, and boots. At eight o'clock the rain let up and the march began. Wayne sent out the scouts far ahead to find out what they could about the terrain. Following the scouts was the advance guard, a select battalion of a Kentucky militia. The main body following the advance guard was the Legion. They carried muskets equipped with bayonets which was Wayne's favorite weapon. What Happened at the Battle of Fallen Timbers? :: American America History What Happened at the Battle of Fallen Timbers? The Battle of Fallen Timbers started on Wednesday, August 20, 1794. The battle took place on the lower Maumee River Valley which is the present state of Ohio. Major General Anthony Wayne was encamped with a military force of 3,700 men, 2,000 of whom were part of the regular United States Army. The rest were Kentucky mounted militia. Fighting the Americans were some 2,000 hostile Indians. The Indians were allies of the British and the British had just recently built Fort Miamis. This fort was deep in American Territory, and stopped the Americans from further westward expansion. The tribes facing Wayne and his army were the Miamis, under Chief Little Turtle, the Shawnees under Blue Jacket and the Pottawawatomies, Ottawas, Chippewas, Saulk, Fox, and some Iroquios, plus a few British and French Canadians disguised as Indians. Wayne was not sure how he and his army would fight the Indians. The terrain was very wooded and hilly. Artillery such as cannons could not be used. It was difficult for the Americans since they were not accustomed to fighting in the forest. Since cannons could not be brought easily back into the woods Wayne left cannons at Fort Deposit and Fort Defiance. Wayne was one of the first in camp to arise on August 20. Everyone had been waiting for a surprise attack from the Indians for about three days. Most of the men were tired from not having a good night of rest, they were not ready to fight. General Wayne insisted that all the soldiers wear all their uniforms. It was very hot and the soldiers had to wear, a dark blue coat, dark hat, buff breaches, and boots. At eight o'clock the rain let up and the march began. Wayne sent out the scouts far ahead to find out what they could about the terrain. Following the scouts was the advance guard, a select battalion of a Kentucky militia. The main body following the advance guard was the Legion. They carried muskets equipped with bayonets which was Wayne's favorite weapon.

How Music Effects Mood and Perception in Motion Pictures Essay

Music is a fundamental necessity in the world that we live in today. We all implement music in our everyday lives whether it’s professionally or solely for entertainment purposes. Some people build careers on music as musicians, composers, singers, or teachers while the latter of us just need music to get through the day whether we’re driving or at work or just need to relax. The need for music in our contemporary society affects us in a myriad of different ways--including the undeniable effect on our moods. The sound of just one note, one chord, can send an instantaneous message to the brain that, psychologically, can make us think or act in a certain way. These reactions can positively or negatively our moods depending on the composer’s intentions and our perceptions. Filmmakers implement the same idea using music to evoke a certain feeling or reaction/perception in their audience.   Ã‚  Ã‚  Ã‚  Ã‚   Music in motion pictures is an indispensable tool filmmakers utilize to effect the mood of their audience. It often gets underrated as a predominant psychological force as it is employed subliminally by filmmakers under their narrative so that their audience is unaware of its presence. Nicholas Cook, author of Analyzing Musical Multimedia, states, â€Å"words and pictures deal primarily with the specific†¦while music deals primarily with responses--that is, with values, emotions, and attitudes†¦.†(22). However, there is certain music that is suppose to be heard by the audience as part of the cinematic diegesis. All sounds that are understood by characters in the narrative are referred to as diegetic; however, those sounds that are not part of the diegesis are referred to as nondiegetic. This would suggest that diegetic music is processed on the conscious level while nondiegetic music might remain on the subconscious level (Gorbman, 75). Although many people might be unaware of these two types of sounds while screening a film, it effects their reactions, interpretations, and moods significantly.   Ã‚  Ã‚  Ã‚  Ã‚  The role of music in a motion picture is in direct relation to the level of ambiguity in a particular visual scene. The more ambiguous a scene is, the more filmmakers rely on their composers to develop a musical score that interprets the meaning of the scene for their audience. Therefore, music provides a cue for the listener to tell... ...t in a film and exactly how they felt in that moment. Most importantly, music sets the pace of a film to play on our emotions. Some films are slow and emotive that allow directors to incorporate music to influence the audience’s emotions; other are fast paced and exciting which can also exuded through the use of music. Where would the art of cinema be without the use of music today? I know for sure that films wouldn’t be as powerful and as captivating to the mind and soul of viewers without the use of this powerful tool.   Ã‚  Ã‚  Ã‚  Ã‚   Works Cited Boltz, Michael. â€Å"Musical Soundtracks as a schematic influence on the cognitive processing   Ã‚  Ã‚  Ã‚  Ã‚  of filmed events.† Music Perception. Vol. 18 (4). 2001. Cook, Nicholas. Analyzing Musical Multimedia. Oxford University Press: New York,   Ã‚  Ã‚  Ã‚  Ã‚  1998. Gorbman, Claudia. Unheard Melodies: Narrative film music. Indiana University Press:   Ã‚  Ã‚  Ã‚  Ã‚  Bloomington, Indiana, 1987. Langer, Suzanne. Feeling and Form. Prentice Hall: London, 1977. Whittall, Arnold. â€Å"Leitmotif† The New Grove Dictionary of Music Online. 2003. 20 Nov.   Ã‚  Ã‚  Ã‚  Ã‚  2004. .