• 농촌지도와개발
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• 제13권2호
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• pp.385-400
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• 2006

The study aims to explore the rural extension specialist's role and capacity of knowledge management (KM) extension service in the knowledge based society. According to major findings through previous study and literature review, the followings were concluded. Rural extension educator's role and ability of knowledge management composed four processes by the stage of knowledge process: knowledge creation-knowledge storage-knowledge utilization-knowledge share. As a adoption of the knowledge management in rural extension service, at the knowledge creation the rural extension educator's role of KM are four roles which needed fourteen abilities to carry out them successfully. For at the knowledge storage the rural extension educator's role of KM are eight roles which needed eight abilities to carry out them successfully. For at the knowledge utilization the rural extension educator's role of KM are eight roles which needed ten abilities to carry out them successfully. Lastly for at the knowledge sharing the rural extension educator's role of KM are nine roles which needed 8 abilities to carry out them successfully.

• 한국도서관정보학회지
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• 제51권4호
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• pp.1-24
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• 2020

본 연구의 목적은 저경력 사서교사의 도서관활용수업에 대한 실천적 지식을 형성하는 과정을 탐색하는 것이다. 연구는 교직 경력 3년 차 이하의 신규 사서교사 6명을 대상으로 인터뷰를 진행하였다. 인터뷰를 통해 수집한 자료에서 실천적 지식의 영역인 교사 자신에 대한 지식과 교수·학습에 대한 지식을 중점을 두고 분석을 시행하였다. 연구를 분석한 결과는 다음과 같다. 첫째, 사서교사에 대한 교사 자신에 대한 지식은 학생과 교사를 독서교육과 정보활용교육으로 이끌어 가는 리더십 있는 교사였다. 둘째, 사서교사에 대한 교사 자신에 대한 실천적 지식은 예비교원양성과정에서 가장 구체적으로 형성되었으며, 학교 현장에서 교사상에 대한 반성적 성찰이 일어나고 있었다. 셋째, 도서관활용수업에 대한 교수·학습방법에 대한 지식은 도서관협력수업에 중점을 두고 다양한 수업 방법을 배우고 익히며 현장에 적용하고 있었다. 넷째, 도서관활용수업의 교·학습 방법에 대한 지식의 차이가 존재하였다. 본 연구를 통해 교원양성과정과 교육실습활동이 학교 현장에 대한 내용을 반영하여 변화해야 하고 도서관활용수업에 대한 수업 읽기와 수업 분석이 지속하여야 함을 제안하였다.

• 지식경영연구
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• 제7권2호
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• pp.97-122
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• 2006

The purpose of this study is to investigate the relationships between knowledge sharing antecedents and knowledge sharing intention in a financial institute and knowledge sharing behavior, knowledge sharing behavior and knowledge sharing performance. This paper first reviews the influencing factors of knowledge sharing and presents the research framework on knowledge sharing with categorized four factors such as structural factors, relational factors, personal and task characteristics. Based on a research framework, survey analysis was conducted with financial institution members. This paper examined the relationship between antecedents of knowledge sharing and knowledge sharing intention, knowledge sharing intention and knowledge sharing behavior. Also it analyzed the relationship between knowledge sharing behavior and the knowledge sharing performance. As a result, the paper suggested that the knowledge sharing intention consist of two dimensions. The first is voluntary knowledge sharing intention. The second is solicited knowledge sharing intention. The former has a significant positive relationship with the innovativeness, communication, personal creative propensity and perception of the knowledge sharing. The later has a significant positive relationship with the task interdependence but has a significant negative relationship with the knowledge sharing evaluation system. Knowledge sharing intention has a significant positive relationship with the knowledge sharing behavior. Also knowledge sharing behavior has a significant positive relationship with the knowledge sharing performance. Finally, the implications and limitations of the study are discussed.

• 한국학교보건학회지
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• 제23권2호
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• pp.228-236
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• 2010

Purpose: This research was conducted to compare sex-related knowledge and attitude of 6th-grade elementary school students who participated in the field based learning and those with cooperative learning methods. Methods: The data were collected from June to July in 2009. The subjects of the study were recruited from the classes of the 6th grade conveniently assigned from the D elementary school located in Daejeon metro city. Total of 60 students were assigned either to the field based learning group, and the other 60 students to the cooperative learning group. The field based learning group received sex education at the Daejean Youth Sexuality Culture Center for 3 hours. And the cooperative learning group received sex education by cooperative learning method at the classroom for 40 minutes per session, once a week, for 3 weeks. The sex-related knowledge and attitude scales developed by Lee (2004) were used. The data were analyzed by $x^2$-test, Fisher's exact test, and t-test using the SPSS/WIN V. 12.0 program. Results: The results were as follows. 1. Sex-related knowledge was not significantly different between the cooperative learning and the field based learning group. 2. Sex-related attitude was not significantly different between the cooperative learning and the field based learning group. Conclusion: In this study, sex-related knowledge and sex-related attitude of the cooperative learning group and the field based learning group were different from the lecture method groups in the earlier study. It is worthy of notice that the cooperative learning group and the field based learning group took relatively less time to improve their knowlede and attitude than the earlier lecture based group did.

• 한국간호교육학회지
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• 제24권2호
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• pp.115-126
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• 2018

Purpose: This study intends to examine the effects of a stepwise communication education program among nursing college students, focusing on scenarios and nursing case-based role playing. Methods: The study design was a one-group repeated measure ANOVA. Participants were 27 nursing students in practice. Students participated in 5-week stepwise communication education program using SBAR; including 1 week of lecture education, 4 weeks of scenarios and nursing case-based role playing. The data were collected at each level of the education process: pre-education, after 1 week of lectures, and after completion of scenarios and nursing case-based role playing. Repeated measures ANOVA was used to determine changes in SBAR technique knowledge and communication self-efficacy. Results: The stepwise communication education program using SBAR was effective in increasing SBAR technique knowledge, and communication self-efficacy. The lecture-based education was effective only in the area of SBAR technique knowledge and its subscale, attitudes towards SBAR. However, scenarios and nursing case-based role playing was broadly effective across communication self-efficacy, SBAR technique knowledge, and its subscale, knowledge of the SBAR. Conclusion: Based on this study, we propose that it is necessary to confirm the effect of long-term SBAR communication education using scenarios and nursing case-based role playing in nursing students' practice.

• International Journal of Fuzzy Logic and Intelligent Systems
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• 제11권1호
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• pp.1-7
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• 2011

Most of expert systems use the text-oriented knowledge bases. However, knowledge management using the knowledge bases is considered as a huge burden to the knowledge workers because it includes some troublesome works. It includes chasing and/or checking activities on Consistency, Redundancy, Circulation, and Refinement of the knowledge. In those cases, we consider that they could reduce the burdens by using relational database management systems-based knowledge management infrastructure and convert the knowledge into one of easy forms human can understand. Furthermore they could concentrate on the knowledge itself with the support of the systems. To meet the expectations, in this study, we have tried to develop a general-purposed knowledge conversion tool for expert systems. Especially, this study is focused on the knowledge conversions among text-oriented knowledge base, relational database knowledge base, and decision tree.

• 한국유통학회지:유통연구
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• 제4권2호
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• pp.93-115
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• 1999

The main purpose of this study is to develop a framework of knowledge management and knowledge management systems(KMS) for retail firms. The framework of knowledge management developed in this paper is based on six components: knowledge worker, KMS, leadership of CEO, knowledge management strategy, culture, evaluation and reward systems. The knowledge management process can be divided into four stages: preparation stage, initiation stage, expansion stage and completion stage. The major activities performed to implement effective knowledge management are also identified for each stage. The knowledge base of KMS for retail firms should store three types of knowledge: knowledge for management activity, knowledge for management activity, knowledge for strategic analysis, and knowledge for problem solving. Finally, the technical characteristics of KMS are also examined in terms of information technology.

• 지식경영연구
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• 제1권1호
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• pp.1-18
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• 2000

Knowledge management has recently emerged as an appealing subject in management literature. Although its history is short, it can benefit greatly from the long history of other related disciplines in building its theories. Innovation, organizational learning, knowledge creation, organizational capability building, technology transfer and network, information technology, organizational behavior, and intellectual capital are the disciplines that have accumulated theories related to knowledge management. This paper first presents a conceptual framework that integrates three dimensions: the characteristics of knowledge (tacit and explicit), knowledge process (acquisition, creation, diffusion, storing, measurement, and application of knowledge), and the unit of analysis (individual, organization, sector, and nation). The conceptual framework produces a number of cells that need to be filled by new theories in order to understand knowledge management better. It then reviews existing theories available in the related disciplines that may be used as building blocks in constructing new theories for these cells. Finally, based on the theories available in other disciplines, the paper suggests a set of future research directions for knowledge management at the level of individual, organization, sector, and nation.

• 지식경영연구
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• 제11권2호
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• pp.37-56
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• 2010

Nowadays many companies expect to apply knowledge management mechanism for the explicit business performance improvement. Because peoples who employees are the understanding of knowledge contribution in the organization should try to achieve goal through the effective knowledge management activities. The purpose of this study is to examine the effect of major factors to support the performance of knowledge management in the company by using structural equation modeling. From the empirical result of this study with 485 leading corporation in Busan, we came to know that the infrastructure of knowledge management has influence on knowledge sharing and creating mechanism related to knowledge management activities. And, the knowledge management activities has positive influence on internal and external customer' satisfaction, and firm's social responsibility.

• 지식경영연구
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• 제16권1호
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• pp.55-69
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• 2015

Employees' knowledge contribution is one of the critical activities that maximize internal capability of the firm and facilitate organizational innovation by sharing scattered internal knowledge. This study integrates antecedents of knowledge contribution based on the theory of planned behavior(TPB). Utilizing TPB as a theoretical framework, expected reciprocity, subjective norm, and self-efficacy's direct effects on knowledge contribution were assessed. Additionally, interaction effects among expected reciprocity, subjective norm, and self-efficacy were explored. As the results of analysis, all the antecedents significantly influenced knowledge contribution. Interestingly, when the knowledge source's self-efficacy was high, the influence of expected reciprocity on knowledge contribution was decreased. Similarly, when the knowledge source's subjective norm for knowledge contribution was high, expected reciprocity's effect was weakened. This implies that when facilitating knowledge contribution, interaction effects among antecedents of knowledge contribution, as well as their direct effects, should be considered.