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and experts.
With the proposed method, we expect
that the knowledge to be acquired about which
experts are not conscious as well as the knowledge
required for an on-site level for beginners who will
notice the differences between novices and the
skillful.
Moreover, since beginning users of the
information noticed the know-how information,
which is named in their own words, such transfer of
preconditions as a scene’s situation and its context
are carried out smoothly; sharing and internalizing
know-how information is performed easily and is
considered a connection to the practical use of
knowledge.
Furthermore, when a beginner repeats
and uses this system, an important education effect
is acquired in the process of sharing, based on
externalizing the know-how information.
Internalization, socialization, and individual
capability improve to attain organization growth and
rejuvenation. Based on such an idea, we developed a
know-how information sharing scheme called KISS.
In this paper, we clarify its effectiveness from the
results of a two-year trial experiment in a care
facility.
2 EXTERNALIZATION OF
KNOW-HOW INFORMATION
Our concrete method of externalizing know-how
information by allowing beginners to notice the
difference from experts is shown in Figure 1. Tacit
knowledge is used when experts assess clients and
compile charts from which they perceive care needs.
Therefore, the following questions have such
explicit knowledge as theories and rules and such
tacit knowledge as original viewpoints, original
patterns, and conceptualization based on experience:
How is this life changing? What are the harmful
factors for it? What are its remaining abilities? What
are its basic care guidelines? On the other hand, the
externalization of tacit knowledge is fueled by
metaphor and/or analogy (Nonaka and Takeuchi,
1995). Association through analogy is carried out
by rational thinking and focuses on the
structural/functional similarities between two things
to detect differences (Nonaka and Takeuchi, 1995).
We adopted a method of enabling the externalization
of know-how information by supporting the
cognitive process of analogy. The function is
explained below that supports the four steps of the
cognitive process of analogy:
(1) Retrieval: past similar experiences recollected
from memory. A beginner observes charts that
reflect the assessments drawn up by experts and
reads their contents.
(2) Mapping: both features and structure are
connected to past similar experiences and matched
with a target’s knowledge: The chart group, which
visualized the assessment result, is observed to grasp
that the relevant viewpoint has been narrowed down
and expanded.
(3) Evaluation: analogy appropriateness evaluated
with reference not only to the external similarity but
also structural similarities and targets. The two-
dimensional mapping result is observed of the
perceived document group that visualized the
difference between the perceiving documents as a
result of assessment.
(4) Learning: experience that solved the target using
past similar experience is accumulated as abstract
knowledge through induction and abstraction of the
relations, common patterns, rules, etc.
A beginner's perceiving document is mapped and
visualized on the same two-dimensional plane as the
experts’ perceiving documents so that the beginner
can observe them. There is an effect that easily
extracts patterns in the visualization of information.
A beginner records what has been noticed by
comparing charts as the results of assessment and
two-dimensional mapping of the perceiving
document group.
Thus, beginners gradually notice the differences
between experts and novices by repeating the
cognitive process of analogy. This awareness
becomes a trigger that will separate explicit and tacit
knowledge. Know-how information is included in
this awareness. Externalizing and sharing know-how
information are realized because a beginner records
and refers to awareness. Moreover, the charts, which
are one source of information media in the process
that externalizes tacit knowledge to enable beginners
to assess a client's condition and perceive care needs
based on results, play an intermediate role of tacit
and explicit knowledge.
3 USE OF SYSTEM
As examples of system use, mapping into two-
dimensions added new cases, and displaying of
charts and
the search results of documents by user
name are shown.
3.2.1 Mapping Several users' Perceiving
Documents on Two-dimension
Nurses and care workers assess a patient/client and
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