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Jaffe Daniel articles from lupine publishers:
Jaffe Daniel | Clinical Definition and Pathophysiology of Frailty: A Brief Review
Editorial
With the medical field making constant
and dramatic improvements in treatment and prevention of disease progression,
life expectancies in the United States are increasing dramatically, with the
elderly population demonstrating the greatest expansion. This substantial
increase in the elderly population creates new and unfounded challenges in
treating and caring for this sect of the population. In 1990, the American
Medical association stated that “. . . one of the most important tasks that the
medical community faces today is to prepare for the problems in caring for the
elderly in the 1990’s and the 21st century” [1]. This particular study
emphasized the need to develop and sustain means of special care for the
growing population of the frail and vulnerable elderly. Frailty is often used
as an umbrella term to identify a syndrome containing a litany of different
symptoms such as a loss of reserves, leading to vulnerability, injury, and
death [2,3]. Often times frailty, disability, and comorbidity are used interchangeably,
however these terms do not necessarily mean the same thing. Disability has been
defined as a difficulty or dependency on others to carry out essential
activities for independent living, including: tasks essential to self-care,
living independently in a home, and performance of desired activities important
to quality of life [3,4]. As of 1996, the prevalence of disability in
community-dwelling adults in excess of 70 years of age is approximately 20-30%
[5].
Jaffe Daniel articles from lupine publishers:
Comorbitity
is defined as the concurrent presence of two or more medically diagnosed
diseases in the same individual [6,7]. Estimates state that approximately 35%
of the population over 65 years of age is comorbid, while greater than 80% of
the population over 80 years of age possesses two or more diseases [5]. Much
contemporary research is aimed at investigating the physiological impact
comorbidity presents in the development of frailty, including the interactions
between strength and balance, vision and hearing, and physiological biomarkers,
including interleukin-6 and IGF-1 [8,9]. According to a survey completed by 62
geriatricians, Fried and Watson [10] were able to report a list, in order of
frequency, of characteristics that represent frailty. These characteristics
include: malnourishment, functional dependence, prolonged bed rest, pressure
sores, gait disorders, general muscle weakness, in excess of 90 years of age,
weight loss, anorexia, fear of falling, dementia, hip fractures, delirium,
confusion, going outdoors infrequently, and polypharmacy [10]. In essence,
frailty is a dynamic process of increasing vulnerability seen across a broad
spectrum of domains, including physical, nutritive, cognitive, and sensory,
that lead to functional decline and ultimately death [11-13]. Clinically, Frailty
is viewed as a transitional state in the functional process from robustness to
functional decline [14].
Lupine Publishers | The Concept of Science in Islamic Civilization the Case Psychology and Behavior Sciences
Lupine Publishers | Scholarly Journal Of Psychology And Behavioral Sciences
Abstract
Islamic civilization formed in context of
behavioral changing and explaining human behavior in many medieval teachings
led to emergence of behavioral science and psychology. Present study proved
scientific approach of Islamic civilization to human behavioral research that
it has illustrated concept of science in Islamic civilization. The capital of
this change in behavior of nations is emergence of human phenomena called
Prophet’s everyday life. Writing daily life has been common issue of world
civilizations since ancient times. This religious phenomenon of Prophetic usage
effected on attitude, hygiene which explained in various schools of religious
psychology and social psychology, including Gestalt school. The writing of life
style of Prophet led to establishment science in Islamic civilization entitled
Knowledge of everyday life of Prophet because general phenomenon of character
of Mohammad’s daily life is like a symphony that has organized behavior of
Islamic societies for centuries. The subject of this science is perfect human
behavior, which is intuitively understandable to human societies.
And it can be considered starting point of knowledge of Islamic behaviorism in
Middle Ages. Because this generality exists alongside any partial behavior of
Prophet. Within framework of Aristotle’s book on the soul Philosophers produced
theoretical foundations of Islamic psychology and behaviorism. Alpharabius,
Avicenna on soul and its belonging to body and neuroscience of these
communications and his research on human sensory perceptions and physical
connection of soul and essential place of prophecy in its completion. Islamic
behavioral sciences refer to initiatives of Islamic societies.
Keywords: Psychology; Avicenna; Alpharabius; Lifestyle;
Soul; Prophetic usage
Historical and
Theoretical Introduction
The concept of science in civilization
from Greek civilization to Islamic civilization Inductive study of the
teachings is Aristotle’s initiative in the history of science. The way of
thinking in Islamic civilization has been formed with a tendency towards
Aristotle. The concept of science in Islamic civilization is the same as the
concept of science in Greek civilization. It is on this basis that Aristotle
was called the first human teacher in the history of science in ancient times
due to his special tendency in the inductive division of sciences and
knowledge. And Aristotelian philosophy has remained an active force in the
method and concept of science to this day. Alpharabius was named the second
teacher of science for sharing Aristotle’s method. His classification of
sciences is based on Aristotle’s Book of Soul, which is first classic book on
human behavior and it is theoretical basis of behavioral science in history of
science.
Psychology and behavioral
sciences in Islamic civilization
Behavioral Sciences, which deals with the
nature of human individual and social behavior, began with Aristotle’s book of
soul and Plato’s teachings about the soul and individual and social behavior of
the citizen in the city. The classical form of defining the science of behavior
and its place in the history of science is the product of Islamic civilization
and was presented by Farabi’s second teacher [1-5]. By combining Aristotle’s
and Plato’s views on the soul, he has divided science into five categories. and
fifth branch is science of behavior, which Farabi referred to as civil science.
Explaining this branch of science, Farabi has spoken about the word soul,
behavior, personality, society, the nature of behavior, and the end and purpose
of behavior. In beginning of Islamic civilization, Razes and Avicenna wrote
book in phycology with title spiritual medicine and Psychosomatics.
Following perfect man in Islam
and Christianity in medieval
The most Common denominator of Islam and
Christianity in medieval is the need to follow perfect man to achieve
happiness. At the beginning of the Middle Ages, St. Augustine wrote a book on
the city of God in the context of Plato’s philosophy of soul, criticizing the
individual and social behavior of Roman societies towards the behavior of the
perfect man. In middle of medieval, Farabi examined perfect and imperfect
behavior of man and society. And in late Middle Ages, Averroes criticized the
individual and civil behavior of man in the context of Aristotle’s philosophy.
He explained science of Islamic behavior on the basis of Aristotelian
rationalism. At the same time, Emperor of Germany Frederick II called on
Christian, Islamic, and Jewish scholars in the Mediterranean to test the nature
of the human soul on the basis of Ibn Sina’s knowledge of the soul, and to ask
scientists about the nature of the human soul. What is the reason for this
emperor’s scientific actions, which was his apparent behavior in clothing and
food and many other customs in accordance with the culture and behavior of
Muslims and had several Islamic teachers and counselors, about soul -knowledge?
Anthropology, ethnology in
Islamic civilization, behavior people of capitals
One of the most important branches of
behavioral science is anthropology, which has been left and produced in
classical texts of the Middle Ages. An anthropological leader in the Middle
Ages, he traveled to India to learn about behavior and anthropology. According
to historians, science is a pioneer in behaviorism of Indian people (Sarton, In
medieval literature and history there are texts that are the written legacy of
Islamic civilization on the behaviors of individuals and nations. At the
forefront is the travelogue of Shiite scholar [6]. He traveled to India in the
tenth century to report on the behavior of the India people, An external book
on the behavior of the Indian people in 1910 was translated into English by
Zakhao with title: Albiruni’s India and Al-Biruni’s encyclopedic work on India
[7-10]. Several Islamic travelogues have described the behavior of European
peoples and societies in the Middle Ages .as Reporting and Ibn Khaldun, whom
European orientalists have called him Montesquieu the Arab. he is the founder
of the science of historical sociology. he has examined the socialpolitical
behavior of heads of state and communities. His study is a kind of social
psychology and is based on understanding human emotions .he has considered the
kind of human feeling that can be studied simultaneously in the sciences of
behavior, political science, ethics, and history as the driving force behind
individual behaviors and community behaviors. he has written articles on
sciences of soul and Islamic psychology, his theories on social dilemma and
human behavioral education have been compared to those of contemporary
psychologists, He has explored human thought and learned from the empirical
reason for acquiring knowledge. his views of man are similar to Martin E. P.
“Marty” Seligman in Positive Psychology.
Historical value and content
accuracy of teachings known as Islamic medicine
Titles as Islamic medicine, health,
psychology, means set of teachings that Islamic societies have prepared and
attributed to some of the great men of Islam. Including Imam Sadegh’s medicine,
Imam Reza’s medicine, the Prophet’s medicine, this attribution may be correct
and may be rejected by experts in Islamic history and civilization, This issue
is very similar in Islamic civilization and has been disputed for several
centuries, and in the history of science and civilization of Christian and
Jewish communities, the situation is similar. Is it possible to say that
Islamic mathematics and medicine and psychology is opposite to Christian,
Jewish and Jewish mathematics? Or that there is only mathematics in Islamic,
Christian, Jewish, and Iranian societies.
In the present article, Islamic Health
and Islamic Psychology refers to the collection of traditions and teachings and
psychology courses that Islamic societies and Muslim people have researched, and
the collection of innovative and physical services of Islamic societies to the
history of health and behaviors sciences and psychology . And using title of
Islamic behavior science and Islamic Psychology is a virtual application. As
Ibn Khaldun, an expert on Islamic civilization in ninth century of AH and
fourteenth century of AD, has denied existence of Islamic medicine in a
critical statement. He said the prophet has no mission as health and medical
orders but His mission has been to communicate jurisprudence, sharia, and the
laws of religion. Therefore, reader of these studies and similar cases should
always realize that he is researching in the context of historical knowledge.
Materials and Methods,
Heritage Of Islamic Dating Material in Medieval
It was mentioned in introduction there is
great legacy of Oriental and Western writings on behavior and character and
lifestyle of Muhammad and his psychological saying , which are in Arabic,
Persian, Latin, English , French , Indian , Chinese, and there are big flow of
knowledge of Muhammad has become one of sources of science in world and
Christian West begun extensive studies of knowledge of Muhammad five hundred
years ago in eleventh century of Spain from Toledo but in eighteenth and
nineteenth centuries it culminated [11], Italian prince wrote a book in forty
volumes that examines evidence for forty years of Prophet’s behavior, The
Biography of Muhammad: the Issue of the Sources, It is noteworthy that these
historical materials related to Muhammad’s lifestyle came at the time were
compiled that until the fourth century AH, the world witnessed a great urban
movement based on the Prophet’s behavior in the urban development of Medina.
Medina is the birthplace of the most civilized people in the Islamic world who
have the behavior of an Islamic human being against the behavior of an ignorant
human being .And the Prophet rejected ignorant behavior and replaced it with
Islamic behavior [12-16].
Result, analyzing prophet’s
behavior, observation in Mohammad style life
Behavioral science and psychology in
Islamic philosophy One of the sciences that emerged in Islamic civilization is
the science of psychology that scientifically examines the behavior, actions,
and reactions of the human soul. the volume of Islamic teachings about the
human soul and its behavior is modest that the Islamic civilization then became
the most productive In Psychology and Ethics and Human Behavior that heretofore
have been seen in the world. In this civilization it had been created unique results
such as Avicenna an unparalleled man who co-founded the topic of sensory
perception, which is a common theme of the behavioral sciences and cognitive
sciences , In an empirical experiment, he proved the human soul, and several
centuries after that, German Emperor Frederick II posed questions to his
contemporary philosophers and sought to replicate and execute Avicenna’s
experiment on the soul in Sicily al-Farabi who first examined the behavior of
human societies. he separated individual behavior from social behavior and
divided the types of behaviors into virtual cities and non-virtual societies.
he is indeed a philosopher of societal behavior, he divided societies on the
basis of human behavior to Ignorant cities and misguided communities.
One of the behaviors of misguided and
ignorant societies is the struggle for survival over water, food, housing,
clothing, and material necessities. Farabi has returned the root of society’s
behavior to the innate, inherent of human being. This theory on the behavior of
societies was repeated by seven centuries later [17]. he has identified the
material cause of the struggle for survival with the inherent selfishness of
man [18], the historical induction into the minds of philosophers before Farabi
and after Hobbes and philosophers between the two, the analysis and explanation
of the behavior of societies depends on a psychological theory of human nature,
and the behavior of societies is subject to the self and psyche of human
individuals. Societal behavior is a function of one’s self and psyche [19].
Monopoly of writing daily life
to Muhammad, prophet of Islam by orientalis
The possibility of historiography of
Muhammad’s complete lifestyle is a fact in field of orientalism and many
orientalist have concluded that it is only possible to trace the Prophet’s
daily lifestyle because only his body and grave are known, and there is a rich
legacy of teachings on his behavior, interests, and tastes about food. ,
Clothing, socializingetc. There studied in his book behavior of Arab in two
societies with two different life styles. “Muhammad in Mecca, Muhammad in
Medina” examined Muhammad’s influence on behavior of two different societies
and his change in behavior and attitudes has determined them. After Qur’an,
which describes behavior man’s first book that wrote was book of Prophet’s
behavior. The Prophet’s behavior writing is still prevalent among Islamic and
non-Islamic scholars as in her book ,those are in his book La vie in his book
Muhammad, His Life Based on the Earliest Sources, and watt in Mohammad in Meca
and medina, F. E. Peters,in his book The Quest for Historical Muhammad, at the
top of the teachings of Mohammad is a behavioral doctrine that is the main
reason for his being a prophet.
The tradition of writing the
Prophet’s behavior in Islamic civilization
In medieval literature and history there
are texts that are the written legacy of Islamic civilization on the behaviors
of individuals and nations. At the forefront is the travelogue of Shiite
scholar. he traveled to India in the tenth century to report on the behavior of
the India people, Several Islamic travelogues have described the behavior of
European peoples and societies in the Middle Ages. as Reporting of They talked
about the difference between the morals and the behavior of the people of the
capital and the behavior of the people of the cities (Ibn Jubayr, Ibn Battuta
and Ibn Khaldun, whom European orientalists have called him Montesquieu the
Arab. he is the founder of the science of historical sociology.
He has examined the social-political
behavior of heads of state and communities. His study is a kind of social psychology
and is based on understanding human emotions .he has considered the kind of
human feeling that can be studied simultaneously in the sciences of behavior,
political science, ethics, and history as the driving force behind individual
behaviors and community behaviors. he has written articles on sciences of soul
and Islamic psychology, his theories on social dilemma and human behavioral
education have been compared to those of contemporary psychologists, He has
explored human thought and learned from the empirical reason for acquiring
knowledge. his views of man are similar to Martin E. P. “Marty” Seligman in
Positive Psychology.
Hygiene from prophet to
averroes
There are in history of Islamic
civilization in medieval The Prophet’s teachings on mental health and body and
social behaviors culminated in five centuries by Ibn Rushd in his book in
medicine “general in medicine“, (al-Koliyaat fi tab) “that is final version of
Islamic medicine in medieval and and it was Ibn Rushd’s medical encyclopedia of
medicine that studied in Europe until nineteenth century in Europe, which was
called Colgate( Hunkke,….). It is dedicated to the evolution of the teachings
of the Prophet. More than a hundred treatises on health and hygiene were
written from the time of the Prophet to Ibn Rushd. These works begun with work
of Prophet’s close successors such as who compiled in his book Islamic health
education in the framework of the science of nutrition and medicine [20-24].
Divisions and Types of
Hygiene in Prophet’s Hygiene and Health
The Prophet’s medical heritage shows that
he drew the right pattern for a social and individual hygiene and person’s
health behavior. The focus of his teachings is cleanliness and hygiene. In his
teachings, he has introduced faith as a direct and dependent function of health
and cleanliness. The Prophet’s instructions and rites in hygiene have been
researched a lot so far. Among them is the book The First University and the
Last Prophet in various issue of hygiene , behavior sciences , psychology in
Islamic texts of medieval in forty volumes in the twentieth century, [11,25,26]
The Prophet’s instructions for the protection of the body and the soul were
collected after that, and so far it has been the main subject of research, and
some, such as Ibn Khaldun, have looked at it critically and has discussed
whether Prophet is obliged and present Shari’a and religion or whether he has
issued health orders medical heritage left by the Prophet includes to heritage
of body , soul, society , animals, trees, waters, clothes.
Some of these commands are as
follows
a. Mental health: that the Prophet has
many instructions about choosing the right color for belt shoes and all kinds
of clothing.
b. Hygiene of the body.
c. The Prophet’s instructions on skin hygiene by choosing the right types of
cotton yarn and the quality of clothing in terms of volume and materials.
d. Prophet’s instructions about dairy products.
e. 4-The Prophet’s instructions regarding food - in some cases, for example, he
has mentioned sheep members for better quality nutrition.
f. 6- The Prophet’s advice on the quality of drinking and eating etiquette.
g. 7- Prophet’s instructions on walking etiquette
h. 8- Prophet’s instructions about the properties of fruits i. 9- Prophet’s
instructions on speaking etiquette.
j. 10- Prophet’s instructions on marriage.
k. 11-The instructions of the Prophet during the occurrence of diseases and
epidemics such as cholera and plague
Discussion in
Aristotelian Roots of Islamic Civilization in Behavioral Sciences
Islamic Paradigm of Aristotle’s Book on
the Soul Aristotle is Funder of psychology by his book on the soul and many
scholars introduced this book as a book on psychology but this book reached
Europe through Arabic literature and Islamic and Iranian teachings, and it is
an Islamic paradigm. Therefore the most important aspect of this research paper
is originality of psychology in Islam civilization [27-30]. Because in
appearance, main capital of Islamic civilization in production of Islamic
psychology is Aristotle’s book on soul but in historical reality, Aristotle’s
book on the soul has been critiqued and analyzed by Muslim scholars for about
seven centuries, and new scientific perspectives on soul have been presented.
After Aristotle’s book on soul, writing essays in soul based this book is one
of the initiatives and achievements of behavioral sciences in Islamic
civilization. Aristotle’s Treatise on the Soul was translated into Arabic in
second half of the eighth century A D, A later Arabic translation of Aristotle
book on soul into Arabic by Ishaq ibn made a translation into Arabic from
Syriac. The Arabic versions show a complicated history of mutual influence.
Avicenna and al-Farabi wrote independent writings on nature of human soul,
study of soul in works of, then Ibn Rushd analyze process of soul and natural
and perfect behavior of man in relation to behavior of perfect man. The
Aristotelian paradigm of the soul is an Islamic paradigm that was formed by
Muslims, led by Ibn Sina in the Middle Ages, and entered the field of Christian
philosophy and Christian theology through Islamic theology. Encouragement of
Frederick II the study of Islamic sciences including Aristotelian psychology,
had been developed. This is one of obvious issues in the history of philosophy
and humanity and literature of medieval [30-34].
Perfect man behavior, capital
of psychology, attitude, behavior, emotion
Jesus and Muhammad are perfect man in
systematic theology of Christian and Islam in medieval. Common denominator of
selfstudy analyzed, explained, and accepted and understandable in psychology
school of Gestalt and within framework of intuitive theories about social
behavior. Our intuitive efforts to make scientific arguments about everyday
life are fruitful, if intuitive understanding of behavior was validated by
humans, and if intuitive theories about human behavior were not valid, our
social interactions would be severely impaired.
Conclusion
The Prophet’s tradition is capital of
human and social attitudes, and social psychologists consider attitude to be
the symbol of three components: cognitive, emotional, and behavioral function.
Attitudes help us to understand our surroundings and to express our values
through function (and the function of self-defense. No on e has ever been able
to find a better alternative to Muhammad’s lifestyle to determine human
behavior, and all efforts have been in vain because one of essential purposes
of Prophet’s behaviors and traditions is to provide a solid foundation for good
human behavior. For centuries, some philosophers have tried, like, to find new
ethics based on biology and other sciences.
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Thursday 29 October 2020
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Tuesday 27 October 2020
Improving the physical education experience through activity based learning: The role of the flipped classroom in PE215: Foundations of Physical Fitness | Jaffe Daniel
Jaffe Daniel | Improving the physical education experience through activity based learning: The role of the flipped classroom in PE215: Foundations of Physical Fitness
Abstract
The
instruction of physical education comes with challenges not typically
experienced in a class containing more traditional material e.g., Physics or
History. While these academic courses place rigorous demands on the cognitive
abilities of students, physical education and lifetime physical activity
courses, as taught here at West Point, place a far greater demand on the
biomotor capacities and abilities of students. With a flipped classroom,
students can be assessed prior to initiating in-class activities to ensure
comprehension of cognitive aspects of content. Utilizing a blended environment,
or in the case of West Point, the Thayer Method, instructors provide cadets a
brief opportunity for questions at the beginning of class prior to assessments
[1]. Providing multiple points of review beyond a simple mid- and end-of-year
assessment, retention and comprehension of course content will improve relative
to a more traditional, lecture-style method [1,2]. The primary intent of this
review is to discuss the role of varying pedagogical strategies in the
post-secondary physical education setting, specifically as it pertains to a
foundations of physical fitness course, at the United States Military Academy,
West Point.
Jaffe Daniel articles from lupine publishers :
With the advent and increased popularity of educational technology in
academic settings, course content delivery has undergone dramatic changes over
the past few decades [2]. No longer is the sole method of information sharing
focused on lecturebased interventions; rather emphasis for content
accountability has begun transferring to a more learner-centered model. The
flipped classroom has become an extremely popular instructional strategy that
emphasizes delivering content to students outside of the typical learning
environment e.g., at home. With this model, students are responsible for
reviewing and retaining the information presented in anticipation of an
enhancement in practical application during the class period [2]. With a
flipped classroom, students can be assessed prior to initiating in-class
activities to ensure comprehension of cognitive aspects of content. Utilizing a
blended environment, or in the case of West Point, the Thayer Method,
instructors provide cadets a brief opportunity for questions at the beginning
of class prior to assessments [1]. Providing multiple points of review beyond a
simple mid- and end-of-year assessment, retention and comprehension of course
content will improve relative to a more traditional, lecture-style method
[1,2]. Much of the research done in this realm of pedagogy emphasizes either
traditional academic courses, or introductory physical education experiences,
typically elementary or secondary education. Very few, if any research beyond
anecdotal accounts [1], discuss the role of the flipped classroom in an
upper-level personal fitness class, placing emphasis on both the theoretical,
or cognitive, and physical, or biomotor, aspects.
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Friday 23 October 2020
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Lupine Publishers | Cognition and Comprehension in Students Learning Foreign Language
Lupine Publishers | Scholarly Journal Of Psychology And Behavioral Sciences
Abstract
Learning is a mental feat that one must
overcome especially with a subject that is difficult or if one dislikes.
Learning a foreign language also presents its obstacles. Declarative memory and
spatial recognition are the two types of memory recall within the hippocampus.
Memory is a key aspect associated with language. As Instructors the delivery of
materials and activities using short term memory stimulation is extremely
important.
Keywords: Cognitive skills; Memory stimulation;
Hippocampus; Foreign language; Activity-based learning
Opinion
It is human nature to have some level of
apprehension or nervousness when taking on the journey of learning a new
language. After all, learning anything, in itself, can be a challenge for many
of us. Certainly, it takes effort and concentration. Learning is often seen as
a definite mental feat that one must overcome, especially a subject or a
concept that we may either dislike or fear. It has been seen that when it comes
to Maths or Science, students may often become anxious or uncertain about
learning and how he or she may fare in the end. This is a normal reaction to
any challenging subject that requires serious study. But what about when it
comes to taking on the task of learning a new language? A language that is
nowhere close to one’s native tongue. A language that presents itself as an
obstacle course full of hurdles and mud pits, waiting to stop anyone in their
tracks. Stop them way before they are able to get a good foothold and begin.
But this is relative, often, to how a student may perceive learning something
new. It could very well be the perception of growing up and already speaking
their own native language and now facing the task of a new one.
Having said this, we know that the human brain is designed to function as a
sponge when it comes to navigating anything new, especially languages. This is
how our memory begins to become rooted and ready to recall any new experience.
Our brain has an area within it called the hippocampus which is part of the
Limbic system. When it comes to memory and recall, the hippocampus area of the
human brain has a vast chore to accomplish. The recall of memory is so fast
that we never, ever take consideration of how the brain even does it! Memory is
the key to learning and interpreting any new experience especially those
associated with language. In children and young teenagers, studies have shown
that the brain reacts very markedly to the two types of memoryprocessing
pathways that aid in learning. Declarative memory and spatial recognition are
the two types of memory recall within the hippocampus that assist in memory
processing [1]. Not only are these areas the key to learning in younger
students, but research has shown that nerve cells in the brain continue to
develop as we grow older [1].
The hippocampus happens to be one of the areas of the brain where nerve cells
continue to proliferate and develop as we age, therefore, proving that an older
adult student that is a non-native speaker is capable of recognizing and
comprehending a new language. So, how does a student learn a new language? How
is he or she able to recognize and then comprehend a new language? One part of
the learning process is through the methodology of how they are taught.
Delivery of materials and activities, such as writing, speaking, reading and
grammar are extremely important for instilling the information so that the
student is able to maintain what is presented. Another part of aiding the
student in their cognition skills and comprehension is through short-term
memory stimulation. It has been our experience that this process leads into and
eventually becomes part of long-term memory. If either methodology or
short-term stimulation are ill-presented, then there is probably not going to
be a solidified foundation for that phase of learning.
To be certain of a good foundation, methodology and shortterm stimulation must
be consistent. In our observation, we asked several students how they best
remembered a new language which was being taught to them. Several responded
that they were always able to remember any type of activity-based learning. It
can be noted that activities stimulated the pathways of memory, within the
hippocampus, that help to associate functional connectivity to what took place.
Others said that it was a combination of activitybased and repetition-based
learning. The repetition-based learning included the vocalization of words and
phrases, as the words and phrases were often written or spelled out and
connected to practical everyday situations. This type of stimulation for
shortterm memory caused the students to hear and see what was taking place more
vividly than if activity only. It has also been researched and proven that
activity-based learning relates to physical exercise for the body [2,3], and
this may be the cause for preservation and improvement of memory [2], and this
may be one of the reasons that adult students may fare well in comprehending
and maintaining a new language. The plasticity of the brain and memory have a
directly proportional relationship to physical exercise [2]. Depending on
whether the new language is phonetic or written, cognition and comprehension
will vary from student to student. We all learn at different levels and paces.
Since it is a foreign (new) language being taught to the student, there is the
natural tendency to try to either associate the language with their native
language, or empty their minds and allow their brains to accept and welcome
whatever is being taught. Either way, the learning process will be experienced
and handled the best way possible according to each individual student. This is
something that a good instructor should be aware of periodically as they teach.
Conclusion
In conclusion, cognition and
comprehension by the student is also a responsibility of the instructor. The
instructor should conduct checks and balances to assure their daily goals of
teaching go according to the lesson plan. In doing this, the learning
experience is sure to be profitable and rewarding for the student. Otherwise, a
student, young or old, does not have a way of measuring their accomplishments
for any given day of instruction. Combination of the efforts of the student and
guidance from the instructor are a formidable program for success.
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Friday 16 October 2020
Lupine Publishers | How Organization Climate Moderates the Effect of Knowledge Transfer on Learning Transfer for Adult EMBA Students
Lupine Publishers | Scholarly Journal Of Psychology And Behavioral Sciences
Abstract
The
theoretical framework of knowledge management system (KMS) was used to examine
the effect of organizational climate and knowledge transfer on learning
transfer, and the moderating effects of organizational climate on the influence
of knowledge transfer in learning transfer. The participants were 335 EMBA
students. Hierarchical regression was employed for confirming the research
model. The results showed that organizational climate and knowledge transfer
had a significantly positive effect on learning transfer; organizational
climate had a significantly positive effect on knowledge transfer; and
organizational climate had a positive moderating effect on the influence of
knowledge transfer in learning transfer. This study extended the KMS model to include
the moderating effect of organizational climate, which was the main
contribution of this study.
Keywords: EMBA; Knowledge management system; Knowledge
transfer; Learning transfer; Organizational climate
Introduction
According
to the knowledge management system (KMS) theory, there exist the relationships
among knowledge transfer, organizational environment, and knowledge application
[1-5].
The relationships are as follows:
a)
Knowledge transfer affects knowledge application.
b) Organizational environment (e.g. facilites, resources, culture, climate, and
system etc.) affects both knowledge transfer and knowledge application.
However, neither mediating effect nor moderating effect was demostrated in the
KMS. Moreover, if organizational environment changes to organizational climate
and knowledge application changes to learning transfer, do the relationships
above still exist and how do the relationships demonstrate? The difference
between knowledge application and learning transfer is that knowledge
application is a general concept which is not specified on the application in
workplace, but learning transfer is knowledge application in workplace. The
difference between organizational environment and organizational climate is
that the scope of organizational environment is wider, while organizational
climate is a type of organizational environment. Thus, this study aims to
examine how the relationships among knowledge transfer, organizational climate,
and learning transfer demonstrate, and how organizational climate moderates the
relationship between knowledge transfer and learning transfer [6-11].
Previous works were focused on understanding the relationships among knowledge
transfer, organizational environment (or climate), and knowledge application
(or learning transfer) excluding the understanding of mediating and moderatng
effect. Moveover, previous studies were directed to use by regular employees
and worker as sampling frame. This study is different from others as it is focused
on a better understanding in the relationships among knowledge transfer,
organizational climate, and learning transfer as well as the moderation role of
organizational climate by using KMS theory and MBA students as sampling frame.
The reason why the MBA students are selected is because, in recent years,
Executive Master of Business Administration (EMBA) has emphasized on students’
innovative abilities and focused on knowledge transfer Eisenberg [6]. EMBA has
emphasized the training of management toward professions and assisted each
student in applying acquired knowledge in the workplace Gilmore [7]. The
purpose of employees who study executive programs is to acquire professional
knowledge and apply the acquired knowledge in the workplace, meaning that they
can have greater likelihood to perform knowledge transfer and learning
transfer. The study makes conspicuous contributions in two ways: It makes the
KMS theory specify from organizational environment to organizational climate as
well as from knowledge application to learning transfer (i.e. knowledge
application in workplace). It extends the KMS theory to include the role of
organizational climate on moderating effect.
Theoretical Basis
The
KMS theory consists of three constructs: knowledge transfer, knowledge
application, and organizational environment which formulate a framework of
causal relationships explained as follows.
Figure 1: Knowledge
management system theory.
The
KMS theory Figure 1 indicates that knowledge transfer is behavior of knowledge
dissemination, which is also the behavior that employees receive education and
training. Knowledge application is that employees apply knowledge in the
workplace and solve work problems after receiving knowledge transfer [8]. If
the efficiency of knowledge transfer is enhanced, then the effectiveness of
knowledge application on problem solving will also be raised [9-12]. As a
result, knowledge transfer can affect knowledge application [3].
Effects of organizational environment on knowledge application
The
KMS theory indicates that organizational environment can facilitate knowledge
application [13-15]. Organizational environment means organizational physical
resources (e.g. equipment, facility, and space etc.) and non-physical resources
(e.g. culture, climate, and system etc.). For those businesses existing in an
acute competitive environment, the effect of knowledge application is often
determined by the features of the environment [16]. Therefore, organizational
environment can affect knowledge application.
Effects of organizational environment on knowledge transfer
The
KMS theory indicates organizational environment can support employees to engage
in knowledge application [17-20] and make their knowledge become more powerful,
which is helpful to knowledge transfer [15]. Hence, organizational environment
can affect knowledge transfer [1,13]. According to knowledge application was
the core for learning transfer. Knowledge application was substituted by
learning transfer, and organizational environment was substituted by
organizational climate in this study. It was reasonable to infer that
organizational climate and knowledge transfer can simultaneously affect
learning transfer.
Hypotheses
Learning transfer and knowledge transfer
L
earning
transfer is to apply acquired knowledge in a practical situation to solving
work problems [21-25]. After stated learning transfer is that people apply
acquired knowledge to solving work problems and improving work situations.
Knowledge transfer is generally defined that: a) an organizational unit
(including a team, department, and person) passes an experience on to other
organizational units, meaning that knowledge transfer from a location or person
to another location or person; b) knowledge is delivered and exchanged among
people, groups, or organizations [26].
Organizational climate
Organizational
climate is beliefs and values held commonly by employees. Organizational
climate is attributions and expectations that members in an organization held
toward organizational activities, which involves employees’ psychological
reactions [27- 30]. Organization climate generally includes risk, innovation,
and cooperation [31-36]. These three constructs are relevant to learning
transfer. Risk for organizational climate refers to beliefs and psychological
reactions that employees held when facing uncertainties [25]. Cooperation for
organizational climate means that team members are enthusiastic to interact and
cooperate frequently to solve work problems [37-40].
Effect of knowledge transfer on learning transfer
Knowledge
transfer can affect learning transfer, meaning that an employee delivering or
receiving knowledge can apply knowledge in the workplace [41-43]. In other
words, knowledge transfer is that employees acquire knowledge through
exchanges, which is positive to learning transfer. Learners who internalized
knowledge would change his or her cognition and behavior and more likely to
apply acquired knowledge [44-47]. Knowledge internalization is helpful to an
individual to understand knowledge structure for effectively applying knowledge
in the workplace [15,19]. Therefore, knowledge internalization facilitates
learning transfer. If an employee holds a positive attitude toward knowledge
transfer and is satisfied with that, he or she is more willing to effectively
apply knowledge, which facilitates learning transfer. Consequently, employees
who are satisfied with knowledge transfer process will have an enhanced effect
of learning transfer.
In
short, knowledge transfer was selected as an independent variable with
Hypothesis 1:
H1 : Knowledge transfer has a positive
effect on learning transfer.
H1a : Knowledge internalization has a
positive effect on learning transfer.
H1b : Knowledge transfer performance
has a positive effect on learning transfer.
Effects of organizational climate on knowledge transfer
Knowledge
transfer could be affected by environments [7,12,35]. If an organizational
climate remains unopened, employees’ moods will be affected, and the effect of
knowledge transfer will also be affected indirectly. If an organization had a
good organizational environment, then the employees would effectively exchange
knowledge, and the effect of knowledge transfer would be better [28]. In short,
overall organizational climate positively affects knowledge transfer. When an
organization faced a risk, a greater effect of knowledge transfer would be
caused Although knowledge transfer would occur when an organization faced a
risk, if the crisis was too small, then knowledge transfer would not occur.
Therefore, employees will share knowledge for effectively solving a risk when
they perceived that they are in a risky environment. In short, a risky climate
can positively affect knowledge transfer. An innovative environment played an
important role in employees’ knowledge transfer [5,15]. An innovative
environment could facilitate employees’ knowledge transfer because employees
could share knowledge with colleagues for innovation to acquire new knowledge
[43]. Innovation could facilitate employees’ knowledge transfer [12].
Consequently, innovative climate can positively affect knowledge transfer. A
cooperative organizational environment was beneficial to knowledge transfer
because employees were more willing to share knowledge in a fair and reciprocal
environment, which facilitated knowledge transfer in an organization
(Arvanitis, Kubli, & Woerter, 2008). An organization with a cooperative
environment was good to knowledge transfer because employees trusted and helped
one another in the cooperative environment which facilitated knowledge sharing
(Hoffmann, Lopes, & Medeiros, 2014). In short, cooperative organizational
climate have a positive effect on knowledge transfer.
Therefore,
organizational climate was selected as an independent variable with Hypothesis
2:
H2 : Overall organizational climate
has a positive effect on knowledge transfer.
H2a: Risky organizational climate has a
positive effect on knowledge transfer.
H2b : Innovative organizational climate
has a positive effect on knowledge transfer.
H2c : Cooperative organizational
climate has a positive effect on knowledge transfer.
Effects
of organizational climate on learning transfer
Organizational
climate could affect employees to apply knowledge in the workplace. Hence,
employees’ learning transfer can be affected by organizational climate [2,16].
In a risky organizational climate, employees can apply knowledge in the
workplace for solutions when they face problems [1]. Thus, risky organizational
climate can facilitate employees to apply knowledge in the workplace, which
positively affects learning transfer. In an innovative organizational climate,
employees can apply knowledge in the workplace or solve problems to create
competitive advantages for the organization, which can result in learning
transfer [8,7]. In other words, innovative organizational climate can
facilitate employees’ innovation and knowledge application, which causes
learning transfer. In a cooperative organizational climate, cooperation among
organizational members can facilitate an individual’s knowledge application. If
the cooperative atmosphere is good, then the organizational employees are more
likely to apply knowledge in the workplace [15,46]. Therefore, a cooperative
organizational climate promotes organizational members to apply knowledge in
the workplace for mission completion and learning transfer facilitation.
Therefore,
organizational climate was selected as an independent variable with Hypothesis
3:
H3 : Overall organizational climate
has a positive effect on learning transfer.
H3a : Risky organizational climate has
a positive effect on learning transfer.
H3b : Innovative organizational climate
has a positive effect on learning transfer.
H3c : Cooperative organizational
climate has a positive effect on learning transfer.
Moderating effects of organizational climate on the influence of
knowledge transfer in learning transfer
Knowledge
transfer can affect learning transfer [21,24] and organizational climate can
also affect learning transfer [13]. As a result, there is probably an
interactive effect of knowledge transfer and organizational climate on learning
transfer, which means either knowledge transfer or organizational climate can
be a moderating variable. On the other hand, organizational climate can affect
knowledge transfer, so organizational climate can be the moderating variable
and can have moderating effect on the influence of knowledge transfer in
learning transfer. When an organizational environment was changed, the effect
of knowledge transfer on learning transfer would also be changed, meaning that
organizational environments might have a moderating effect on the influence of
knowledge transfer in learning transfer.
In addition, risky, innovative, and cooperative climates can influence learning
transfer respectively, so Hypothesis 4 can be sustained:
H4 : The effect of knowledge transfer
on learning transfer can be moderated by overall organizational climate.
H4a : The effect of knowledge transfer
on learning transfer can be moderated by risky organizational climate.
H4b : The effect of knowledge transfer
on learning transfer can be moderated by innovative organizational climate.
H4c : The effect of knowledge transfer
on learning transfer can be moderated by cooperative organizational climate.
Method
Participants and sampling
There
were 164 EMBA programs, with a total of 7924 students, at 63 universities in
Taiwan (Ministry of Education, 2014). Four-hundred-fifty students were randomly
selected from each university based on the samples’ proportions to respond to
the questionnaire. There was a total of 335 valid returned questionnaires. The
response rate is about 74.4%. The number of the returned questionnaire met the
following standard and thus, the sample could represent the population.
Ns
= (Np) (p) (1-p) / [ (Np-1) (B/C)2 + (p) (1-p) a) where: a) Ns = the completed
sample size needed for the desired level of precision.
b)
Np is the size of the population, which is 7924 in this study.
c)
(p) (1-p) is the proportion of the population expected to choose one of the two
response categories. Namely, when the size of population is 8000, the
difference in population can be 0.8 and 0.2.
d)
B is margin of error, which is normally set to be ±0.05 and.
e)
C is Z-score associated with the confidence level, which is 1.96 corresponding
to the 95% confident level. After the calculation, a minimum of 238 returned
questionnaires was required for representing population.
The
sample averaged 38 years in age and had nine years of experience in computer.
The sample consisted of 48% males and 52% females. Eighty-five percent gained
university degree. Meanwhile, 58% have got married and 49% were managerial
positions.
Research framework
The research framework is shown in Figure 2. Hierarchical
regression was employed to examine effects of knowledge transfer and
organizational climate on learning transfer, effect of organizational climate
on knowledge transfer, as well as moderating effects of organizational climate
on the influence of knowledge transfer in learning transfer.
Instrument
All the items in the three scales were based on a 7-point
Likerttype scale with response options from 1 (extremely disagree) to 7
(extremely agree).
Learning transfer
A scale for learning transfer, with a total of five items,
developed was employed. The scale measured how employees in an organization
apply knowledge in the workplace. The five items are listed in the following:
Figure 2: Research framework.
a. I can apply what I learn from the EMBA curriculum in the
workplace.
b. As long as I learn from the EBMA curriculum, I will be able to apply what I
learn in my work.
c. My work performance can be improved if I can apply what I learn from the
EMBA curriculum in the workplace.
d. My work performance is improved because I have applied what I learned from
the EMBA curriculum.
e. I can apply new knowledge learned from the EMBA curriculum to enhance my
work performance.
Knowledge transfer
The
knowledge transfer scale developed by Li and Hsieh (2009) was adopted. There
are two constructs in the scale, which are: a) knowledge internalization with
nine items; and b) knowledge transfer performance with six items.
The construct of knowledge internalization in the scale measured employees’
behavior changes after receiving or delivering knowledge and whether the
knowledge become to be their own knowledge. On the other hand, the construct of
knowledge transfer performance measured the performance on the process of receiving
and deliving knowledge.
The items for knowledge internalization are listed as below:
a. Delivering knowledge to others makes me re-inspect the sufficiency of my
knowledge.
b. Delivering knowledge to others makes me reflect the appropriateness of my
knowledge.
c. Delivering knowledge to others also makes me update my knowledge.
d.
Receiving knowledge from others makes me re-organize my knowledge.
e. Receiving knowledge from others makes me re-construct my knowledge.
f. Receiving knowledge to others makes me improve my knowledge.
1. The items for knowledge transfer performance are listed as the following:
a) I am very willing to deliver or receive knowledge from others.
b) I am satisfied with the outcome of delivering or receiving knowledge from
others.
c) Knowledge that is acquired from the curriculum meets my needs.
d) Knowledge that is acquired from the curriculum is helpful to my course work.
e) Knowledge that is acquired from the curriculum is positive to the
enhancement of my study achievement.
f) Knowledge that is acquired from the curriculum is beneficial to my study
efficiency.
Organization climate
The
organization climate scale developed by Janz and Prasarnphanich (2003) and Chen
and Huang (2009) was adopted. The risky organization climate scale done
contained five items. The scale measured the reactions when an organization
faced risks and decisions. The items are listed as follows:
a. For making the most profit, the company is very prudent when making
decisions.
b. The company is very willing to allow us to provide suggestions toward
challenges.
c. The businesses in the company are established based on the appropriate
evaluations about the risks.
d. The philosophy of the management in the company is the rapid progress on
work performance.
e. Sometimes, the company faces big troubles, but these troubles make us
develop competitiveness.
The
innovative and cooperative climate scale developed by [13] contained six items.
The innovative organizational climate scale measured employees’ work
environment to see if it had innovative mechanisms, whereas the cooperative
organizational climate scale measured that whether employees assist one
another.
The items for innovative organizational climate are listed as the following:
a.
The company provides an incentive environment to facilitate innovations.
b. The company encourages the employees to innovate.
c. The company actively pushes for innovation.
d. The employees in the company support one another.
e. The employees in the company hold a sense of security during the
cooperation.
f. I can obtain assistances from the supervisor and colleague when I ask for
teamwork.
Reliability and validity
Convergent
validity is AMOS was employed for Confirmatory Factor Analyses (CFA). Factor
loadings for each item were between .590 and .965, which were higher than .50,
indicating that each item had a good internal quality. Composite Reliability
(CR) and Average Variance Extracted (AVE) were used to examine converge
validity for each construct. The CR values for all the constructs were higher
than .60 and AVE values were higher than .50, showing that the scale had a high
convergent validity (Shiu, Pervan, Bove, & Beatty, 2011).
Discriminant validity
The
diagonal lines in correlation matrix among constructs were the Square Root of
AVE (SRAVE) of all the constructs. Each construct’s SRAVE was higher than the
correlation coefficients between any two constructs, so each construct had a
good discrimination validity.
Reliability
Cronbach’s
α for all the constructs in the scales were higher than .80, which was good.
Guttman coefficients and split-half reliability were higher than .70, which was
acceptable.
Model fit
The χ2 for the research model was 533.916
(p=0.000), Goodness of Fit Iindex (GFI) was .904, Comparative Fit Index (CFI)
was .977, and Normal Fit Index (NFI) was .944, which were all greater than
.900. Furthermore, Root Mean Square Error of Approximation (RMSEA) was .045,
which was smaller than .08. In short, these data revealed that the model had a
satisfied goodness of fit [24].
Results
Effects of knowledge transfer on learning transfer
Model 1 shown in Table 1 revealed that
knowledge transfer had a significantly positive effect on learning transfer (β
= .764, p = .000), and the power of regression model (Adj R2 = 58.2%) was
significant (F = 465.759, p < .001). Hence, Hypothesis 1 was sustained.
Model 2 and 3 shown revealed that both knowledge internalization and knowledge
transfer performance had a significantly positive effect on learning transfer.
The effect of knowledge internalization (β = .730, p = .000) was greater than
the effect of knowledge transfer performance (β = .713, p = .000). Both powers
of regression model (Adj R2=
53.1%, 50.7%) were significant (F = 379.087, 345.115, p < .001). Hence,
Hypothesis 1a and 1b were sustained.
Table 1: Regression
analysis about the effect of knowledge transfer and organizational climate on
learning transfer.
*** p < .001
Effects of organizational climate on knowledge transfer
Model 1 to 4 shown in Table 2 revealed
that overall organizational climate, risky organizational climate, innovative
organizational climate, and cooperative organizational climate had a
significantly positive effect on knowledge transfer. The effects ordered from
the greatest to the smallest were: overall organizational climate (β =0.687, p
= .000), risky organizational climate (β = 0.677, p = .000), cooperative
organizational climate (β = 0.458, p = .000), and innovative organizational
climate (β = 0.384, p = .000). Besides, the powers of regression model (Adj R2= 47.1%, 45.6%, 14.5%,
20.6%) were significant (F= 298.000, 281.530, 57.538, 87.583, p < .001).
Hence, Hypothesis 2, 2a, 2b, and 2c were sustained.
Table 2: Regression
analysis about the effect of organizational climate on knowledge transfer.
*** p < .001
Effects of organizational climate on learning transfer
Model 4 to 7 shown in Table 1 revealed
that organizational climates had significantly positive effects on learning
transfer. The effects ordered from the greatest to the smallest were: risky
organizational climate (β = 0.704, p = .000), cooperative organizational
climate (β = 0.441, p = .000)), and innovative organizational climate (β =
0.331, p = .000). Besides, the powers of regression model (Adj R2=35.2%, 49.4%, 10.7%,
19.2%) were significant (F=182.612, 327.361, 41.083, 80.278, p < .001).
Hence, Hypothesis 3, 3a, 3b, and 3c were sustained.
Moderating effects of organizational climate
Moderating effects of organizational
climate on the influence of knowledge transfer in learning transfer Model 1
shown in Table 3 revealed that knowledge transfer had a significantly positive
effect on learning transfer. Model 2 showed that knowledge transfer and
organizational climate had significantly positive effects on learning transfer
(β = 0.636, 0.186, p = .000), and the powers of regression model (Adj R2 = 59.9%) was significant
(F=250.339, p < .001), which was about 1.8% higher than Model 1 (Δ R2). Model 3 showed that
the interaction between knowledge transfer and organizational climate was
significant (β = 0.241, p < .01), and the powers of regression model (Adj R2 = 60.9%) was also
significant (F=174.247, p < .001), which was about 1.1% higher than Model 2
(Δ R2). The results
indicated that organizational climate had a significantly moderating effect on
the influence of knowledge transfer in learning transfer. Therefore, Hypothesis
4 was sustained. As shown in Figure 3, the moderating effect was positive.
Figure 3:Moderating
effects of organizational climate on the influence of knowledge transfer in
learning transfer.
Table 3: Regression
analysis about the effect of knowledge transfer and organizational climate on
learning transfer.
* p < .05, ** p
< .01,*** p < .001
Moderating effects of risky, innovative,
cooperative organizational climate on the influence of knowledge transfer in
learning transfer : The
first Model 2 shown in Table 4 revealed that risky organizational climate had a
significantly positive effect on learning transfer (β = 0.408, p = .000). The
first Model 3 revealed that the interaction between knowledge transfer and
risky organizational climate was significant (β = 0.910, p = .000), and the
powers of regression model (Adj R2 = 63.6%) was also significant (F=195.463, p
< .001). Therefore, Hypothesis 4a was sustained. Risky organizational
climate had a significantly moderating effect on the influence of knowledge
transfer in learning transfer. As shown in Figure 4, the moderating effect was
positive. As the second Model 2 and 3 shown in Table 4, Hypothesis 4b was
sustained. Innovative organizational climate had a moderating effect on the
influence of knowledge transfer on learning transfer. According to Figure 5,
the moderating effect was positive. As the third Model 2 and 3 shown in Table
4, Hypothesis 4c was sustained. Cooperative organizational climate had a
moderating effect on the influence of knowledge transfer in learning transfer.
According to Figure 6, the moderating effect was positive.
Table 4: Regression
analysis about the effect of knowledge transfer and organizational climate on
learning transfer.
*** p < .001, ** p
< .01
Figure 4: Moderating
effects of risky organizational climate on the influence of knowledge transfer
in learning transfer.
Figure 5: Moderating
effects of innovative organizational climate on effects of knowledge transfer
on learning transfer.
Figure 6: Moderating
effects of cooperative organizational climate on effects of knowledge transfer
on learning transfer.
Discussions
Knowledge transfer affects learning transfer
This
study revealed that overall knowledge transfer, knowledge internalization, and
knowledge transfer performance had a significantly positive effect on learning
transfer. In other words, success of knowledge transfer among organizational
members was helpful to learning transfer. argued that knowledge transfer
enhanced knowledge application in the workplace, which is consistent with that
of this study. This study was also consistent with the viewpoints that
knowledge transfer can facilitate employees to apply knowledge in the workplace
[15,30]. The KMS theory emphasizes that knowledge transfer can facilitate
knowledge application, meaning that effective knowledge transfer can assist
employees to apply knowledge in practical work. Furthermore, this study also
found that if organizational employees could internalize knowledge and were
satisfied with knowledge transfer, then the effect of knowledge transfer on
learning transfer would be more significant. Effective knowledge transfer can
be influenced by knowledge itself [5,12]. The present study showed that
learning transfer was affected by knowledge transfer. Consequently, learning
transfer can be influenced by learning itself. Applying knowledge and skills to
solving work problems for enhancing work performance, employees must engage in
learning [23]. However, not all the employees could achieve a successful
learning transfer. Therefore, employees’ individual characteristics and
learning status can also influence learning transfer [8, 7].
Organizational climate affects knowledge transfer
This
study found that overall organizational climate had a significantly positive
effect on knowledge transfer. The result was consistent with the findings that
if a company’s overall organizational climate was beneficial to employees’
sharing and knowledge exchange behavior and was provided a platform or a way
for employees to engage in knowledge transfer, then it was helpful to solve
work problems and create work performance [4,7]. Risky organizational climate
had a significantly positive effect on knowledge transfer. The result was
consistent with the findings that when an organization faced uncertainties or
risks, employees would acquire knowledge and skills as well as engagement in
exchanges and interactions to solve problems, which would lead to knowledge
transfer [16,19]. Therefore, when an organization’s uncertainty or risk is
great, the effect of knowledge transfer is better. Innovational organizational
climate had a significantly positive effect on knowledge transfer. The result
was consistent with the findings that under innovative organizational
environment, employees would be more willing to improve innovations on
products, procedures, and services through knowledge exchanges and
brainstorming to enhance performance [24]. Cooperative organizational climate
had a significantly positive effect on knowledge transfer. The result was
consistent with the findings that when employees worked in a fair, harmonious,
cooperative, and trust environment, they were more willing to share acquired
knowledge and held a positive attitude toward work problems and errors by
solving problems together [11].
Organizational climate affects learning transfer
This
study found that overall organizational climate had a significantly positive
effect on learning transfer. The result was consistent with the findings that
organizational climate was beneficial to learning transfer [14], and
organizational climate could affect employees’ knowledge application in the
workplace. Risky organizational climate had a significantly positive effect on
learning transfer. The result was consistent with the findings that with a high
risky organizational climate, employees tended to work hard to apply knowledge
in work to solving problems. Therefore, when an organization faces
difficulties, organizational members will be more willing to apply knowledge in
work to solve work problems. Cooperative organizational climate had a
significantly positive effect on learning transfer. The result was consistent
with the findings that innovative organizational climate could facilitate
employees to apply knowledge in work. When the organizational climate
facilitated employees to innovate, employees would work hard to apply knowledge
in innovations to complete innovations for products or services. Cooperative
organizational climate was helpful to knowledge application in work. An
organization with a fair atmosphere would lead members to holding a positive
attitude on exchanging knowledge with others [1,9]. Consequently, organizational
employees can also cooperate and share knowledge with others to solve problems
together and enhance organizational competitiveness. No matter whether
organizational environment can affect learning transfer, it is very important
that employees, with different environments, can apply knowledge in work
[5,12].
Moderating effects of organizational climate on the influence of
knowledge transfer in learning transfer
This
study showed that overall, risky, innovative, and cooperative organizational
climate had a moderating effect on the influence of knowledge transfer in
learning transfer. The research model is shown in Figure 7. The research model
is consistent with KMS theory. The theory refers to that knowledge transfer
affects knowledge application, and organizational environment affects knowledge
application and knowledge transfer. Due to different organizational
environments, knowledge transfer would also affect learning transfer
differently. Therefore, an organization with a clear climate is helpful to
employees to exchange knowledge and apply knowledge in practical work.
Furthermore, when an organizational climate is clear, the effectiveness for
employees to exchange and apply knowledge in work is high. When an organization
faced an uncertainty, both organization and organizational members would also
feel pressed. Organizational members were more likely to ask for exchanges and
sharing important knowledge with others [40].
Figure 7: Research
model.
When
difficuties and pressures were bigger, the possibility for immediately applying
acquired knowledge from exchanges was high, which was confirmed by this study
that risky organizational climate had a positive moderating effect for the
influence of knowledge transfer on learning transfer.The result was consistent
with that under an innovative organizational climate, when the effect of
knowledge transfer was good, then the possibility of knowledge application was
high [21]. Employees must continuously exchange knowledge and apply knowledge
in innovations to reach an innovation. As a result, with a high innovative
level of organizational climate, the level for employees to transfer knowledge
is high, which leads to a better learning transfer. When an organizational
employee was willing to share knowledge with others, he or she was more likely
to apply knowledge in the workplace. The result of this study was consistent
with that when the cooperative level of organizational climate was high, the
effect of knowledge transfer on learning transfer was high [31,20]. Employees
tended to apply knowledge to work after acquiring effective knowledge because
they wanted to improve their performance.
Conclusion
Contributions and implications for theory
A
relation model of organizational climate, knowledge transfer, and learning
transfer was proposed in this study based on a theoretical framework of a KMS.
The result revealed that all the 11 hypotheses were sustained. The model not
only made KMS theory focus form organizational environment and knowledge
application to organizational climate and learning transfer respectively but
also presented the moderating effect of organizational climate which was a
significant contribution. Organizational climate positively moderated the
effect of knowledge transfer on learning transfer. When organizational climate
was high, it strengthened the effect of knowledge transfer on learning
transfer. In contrast, when organizational climate was low, it weekend the
effect of knowledge transfer on learning transfer. The results of this study
about the effect of knowledge transfer on learning transfer can be a reference
for creating curriculum in on-the-job training program and an encouragement for
instructors and students to focus on learning activities of knowledge transfer
and learning transfer. For industries, the results of this study revealed that
organizational climate affected knowledge transfer and learning transfer. In
other words, it can be a basis for management practices which lets employers be
able to determine which organizational climate to build to facilitate employees
to apply knowledge in work.
Implications for practice
Using knowledge transfer to enhance employees’
learning transfer
This
study revealed that knowledge transfer could positively affect learning
transfer, so employers should support employees to engage in knowledge transfer
and encourage them to apply knowledge in work for achieving the effect of
learning transfer. Employers should also arrange employees to engage in
advanced studies because both employees and organization can be developed.
Knowledge transfer, knowledge internalization, and knowledge transfer
performance had a significantly positive effect on learning transfer. Thus, if
employers want to enhance the effect of learning transfer, they need to
encourage employees to transfer knowledge. Besides, employers also need to
assist employees to internalize acquired knowledge as their own knowledge and
let them be satisfied with knowledge because the effect of knowledge transfer
on learning transfer can be improved.
Creating an organizational climate that is
beneficial to knowledge transfer
This
study revealed that overall organizational climate had a significantly positive
effect on knowledge transfer. Hence, employers not only need to understand
employees’ feelings toward organizational climate, but also need to create an
organizational climate that is beneficial to knowledge transfer to make
employees be willing to engage in knowledge transfer. This study also found
that risky organizational climate had a positive effect on knowledge transfer.
Thus, when an organization faces a risky climate, employers not only need to
understand the difficulties faced by employees, but also need to make sure
whether employees have sufficient knowledge to solve problems. Employers are
also required to encourage employees to exchange knowledge, so that employees
can acquire desired knowledge. Innovational organizational climate had a significantly
positive effect on knowledge transfer. Thus, employers not only need to
encourage employees to innovate, but also need to provide an appropriate
environment for encouraging them to enhance creativity. This study also
revealed that cooperative organizational climate had a positive effect on
knowledge transfer. Therefore, employers should create an environment for
employees to cooperate mutually to enhance work performance. Employers should
take interpersonal relationship into consideration and create a fair work
environment to enhance the effect of knowledge transfer in the organization.
Supporting an organizational climate that
facilitates learning transfer
This
study showed that overall organizational climate had a significantly positive
effect on learning transfer, meaning that employers are required to focus on
the establishment of organizational climate by making employees feel that the
organizational climate supports their work. Thus, the employees will be more
willing to apply knowledge in work. Risky organizational climate had a
significantly positive effect on learning transfer, indicating that when an
organization encounters difficulty, employees are more likely to apply
knowledge in work for achieving the purpose of learning transfer. Therefore,
employers should sufficiently tell employees the difficulties they faced. As a
result, employees can apply knowledge in work for solving difficulties faced by
the organization. Innovative organizational climate had a significantly
positive effect on learning transfer. Learning through EMBA is helpful to the
cultivation of innovative ability, which makes an organization become more
innovative and enhance the effect of innovative organizational climate on
learning transfer. Cooperative organizational climate had a significantly
positive effect on learning transfer. Thus, employers should create a
cooperative organizational climate that makes employees be willing to
cooperate. Mangers should treat members fairly. In consequence, employees are
willing to apply knowledge in teamwork, which can enhance the effect of
learning transfer.
Enhancing different types of organizational
climate for improving the effect of knowledge transfer on learning transfer
This
study indicated that overall organizational climate had a significantly
positive moderating effect on the influence of knowledge transfer in learning
transfer, meaning that employers should enhance organizational climate for
employees to transfer knowledge with colleagues and apply knowledge in work.
Hence, the effect of knowledge transfer on learning transfer will be great.
Risky organizational climate had a significantly positive moderating effect on
the influence of knowledge transfer in learning transfer, showing that when an
organization faces uncertainties, employers should enhance risky climate for
employees to apply knowledge in work risks, which helps the organization
overcome difficulties. Therefore, the effect of knowledge transfer on learning
transfer will become great. Innovative and cooperative organizational climate
had a significantly positive moderating effect on the influence of knowledge
transfer in learning transfer. As a result, employers should effectively
promote innovative organizational climates because employees will be willing to
exchange and transfer knowledge with one another and apply knowledge in work.
Employers should also promote cooperative organizational climates because with
a fair atmosphere, employees are willing to cooperate and transfer knowledge
and apply knowledge to solving work problems together. Thus, the effect of
knowledge transfer on learning transfer will become great [47].
Limitations and future studies
The
sample in this study was EMBA students, so the study results might not be
generalized to non-MBA students. For future studies, mediating effects of
knowledge transfer on the influence of organizational climate in learning
transfer can be examined. Incorporating the result of the study, a moderated
mediation model can be further developed.
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