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Book part
Publication date: 1 February 2007

Dwight R. Merunka and Robert A. Peterson

Abstract

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Review of Marketing Research
Type: Book
ISBN: 978-0-7656-1306-6

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Article
Publication date: 20 March 2007

Denise Lustri, Irene Miura and Sérgio Takahashi

This paper seeks to present a knowledge management (KM) conceptual model for competency development and a case study in a law service firm, which implemented the KM model in a…

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Abstract

Purpose

This paper seeks to present a knowledge management (KM) conceptual model for competency development and a case study in a law service firm, which implemented the KM model in a competencies development program.

Design/methodology/approach

The case study method was applied according to Yin (2003) concepts, focusing a six‐professional group involved in CDA. Data were collected at the beginning of the program and 12 months later from the following sources: interviews with CDA participants, direct and participative observation and documents/organizational statements analysis.

Findings

The paper finds that, after 12 months, CDA participants presented performance improvements that were not registered in four years of traditional training practices. The experience showed that, more than developing competencies, the method can accelerate time for competencies development.

Research limitations/implications

The paper shows that the KM model implementation in a small and more easily controlled group may have favoured the positive results. Studies are continuing to analyse the program over a longer period of time during which it will be possible to evaluate the enlargement in the program's range. Besides, two case studies involving a larger scale are already running.

Originality/value

The need for quick responses to the intricacy of the ever‐changing environment leads organizations to greatly rely on individuals' knowledge and competencies, which have been increasingly considered key resources for competitive advantage. The model may help companies under the pressing need to foster human and organizational competencies development, mainly service firms which produce human knowledge itself.

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The Learning Organization, vol. 14 no. 2
Type: Research Article
ISSN: 0969-6474

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Article
Publication date: 1 November 2006

Lori L. Scarlatos

Educators recognize that group work and physical involvement with learning materials can greatly enhance the understanding and retention of difficult concepts. As a result, math…

2115

Abstract

Educators recognize that group work and physical involvement with learning materials can greatly enhance the understanding and retention of difficult concepts. As a result, math manipulatives ‐ such as pattern blocks and number lines ‐ have increasingly been making their way into classrooms and children’s museums. Yet without the constant guidance of a teacher, students can easily become distracted, confused, or frustrated. Math games with tangible user interfaces can address the needs of the modern learning environment by providing the guidance that a teacher would while allowing students to work together in a physical environment. This paper describes how math games with tangible user interfaces can be rapidly developed using a library of functions that were designed specifically for tracking visual tags in math games. The paper also discusses pedagogical principles and an approach to designing and developing games that utilize tangible technologies. Examples of math games that have been prototyped this way are presented. The paper concludes with a study that suggests that this approach helps children to stay focused, think about math problems in new ways, and complete the problem at hand. It also suggests that tangible math games may help children to develop problem‐solving skills that transfer to similar problems.

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Interactive Technology and Smart Education, vol. 3 no. 4
Type: Research Article
ISSN: 1741-5659

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