Learning Styles Is Significant To Student Nurses Nursing Essay

Learning Styles Is Significant To Student Nurses Nursing Essay In my own understanding, learning style is defined as how individuals prefer to learn or their steady way of responding and using stimuli in the aims of improving their learning. According to Keefe (1979) learning style is defined as the composition of cognitive, affective and psychological behaviour that serves as an indicator of how an individual perceives, interacts with and responds to the learning environment. There are numerous definitions to the perspective of learning style. Sims and Sims (1995) also stated that learning style helps in providing means for developing systematic understanding of how to absorb, retain and process the content of information. In difference, Moseley, Hall Ecclestone (2004) stated that the diverse experiences of individuals learning can be difficult to measure to how best an individuals learning styles is determined. This learning style has been majorly stated to allow individuals to learn through the experiences thereby helping different people to organise and manage their own learning (Goldfinch Hughes, 2007).Understanding learning styles supports student nurses in comprehending the value of learning and developing the skills needed to practice. It is important for an individual to know their learning style because it helps to build and produce effective team work as well as to strengthen self-confidence. Learning styles have been an aid to reflection as it helps nurses to reflect appropriately on the care of the patients. Without learning styles for nursing students, it can be quite challenging to reflect on a situation as reflection stages involve thinking and learning in order to produce a better outcome. OCarroll Park (2007) also stated that reflection has become a key learning tool for practice based professions such as nursing. This simply means nurses are expected to reflect at all times based on the kind of care that is given and also to reflect on any areas of improvement, and if the right care is given to the right patients to provide a good standard of care. According to Cottrell (2003) learning is a multi-faceted process involving an individuals learning history, the environment and the interaction in between. It is therefore based on the styles that are being used to acquire new knowledge and skills (Lesmes-Anel, Robinson Moody, 2001).Another use of understanding learning styles for student nurses is for strategy how to overcome problematic situations and also to be more competent when qualified. For example if a student nurse have knowledge about their learning style, they will be able to look for the environment that best suit them as an individuals and would be able to work effectively within a team and other interdisciplinary team successfully . Student nurses will also be able to target areas that need improvement by identifying the areas that are more difficult or a weakness so as to set up a strategy to deal with it for a better outcome, to get more out of education career and to be able to deliver good standard of care to patient. To sum up usefulness of knowing learning style to student nurses it makes learning stress-free, more effective and reduces the chance of anxiety. It also saves student nurses undertaking learning on a hit-and-miss basis, becoming an outstanding learner, increases flexibility and helps to learn from a wide variety of different understanding which can be recognized, informal, planned and unplanned. Learning styles will also enable student nurses to improve and develop learning skills. In addition, it increases awareness of how we learn, opens up the whole process to self-scrutiny and improvement. In Honey questionnaire (2006), the author identifies four learning preferences which are Activist, Reflector, Theorist and Pragmatist. My dominant learning style indicated to be a theorist in the formative work. The answer to the questionnaire also shows that my score was also strong for both pragmatist and reflector as a learning preference. While in activist learning style found a low score indicating underdevelopment of my learning style. According to Alghasham (2012) learners predominantly possess different strengths of learning preferences; therefore being dominant in one area does not ultimately imply weakness in the other areas. In the study by Lesmes-Anel, Robinson Moody (2001) found that learners are predominantly reflector-pragmatist compared with trainers as reflector-theorist. Being a theorist according to Honey questionnaire I learn most easily from activities where I have the chance to question and probe practice, I am also stretched by analysing a complex situation by working with people who ask searching for searching similar answers. I adapt and assimilate observations into complex and logically sound theories; I also think problems through stage- by-stage and tend to be perfectionists who like to fit things into a clear structure. The activities that allow a theorist to benefit from the learning process for me as a student nurse are situations where there is a chance to discover the association and the interrelationship between ideas, events and situations. For example, being a theorist allows me to learn best by contributing in class activities which means taking part in good effective communication and it has enabled me to seek for information by asking questions to stimulate others participation and also to understand the coherent and the assumptions of the theories. Conversely, the difficulty here is in the case where there are activities without background information or apparent purpose which will impair my learning and where I feel myself out of tune with other participants, for example when with lots of activist or people of lower intellectual competence. (Honey Mumford, 1986). Evaluating my learning style as an activist has indicated under-developed style in my learning. Having this style will improve my ability to experience new skills by working as an individual. I will have to develop the aspect of my weaker style which is activist to support my learning on the programme and in my career as a nurse by being able to learn from new experiences as learning needs; I will also be prepared to take risk by going outside the comfort zone of what is identified and experiment new and unfamiliar routine and developments. According to Heidari and Galvin (2003) activist learner is an action learning where the learner becomes independent in the learning process thereby contributing to the team. For this to be achieved increasing the independent learning and reduce my day to day routine work which In this case action plan requiring daily tasks will be applied. Honey and Mumford (1986) expressed a pragmatist learner learns best through existing activities that allows the individual to try out. This way learner has the tendency to have the opportunity to practice what they have learnt. In this case, being a pragmatist enable me to take part in activities by effort to follow instructions from lectures, colleagues, authors mentors and nurses on placement who have the theoretical and practical experience to share with. For example, during my first placement I had the opportunities to practice under supervision on how to take out cannulation using the Aseptic Non Touch Techniques (ANTT) to remove cannula and Nasogastric tube in both men and women. This assisted in building myself confidence I needed and also promotes self-regulation of clinical reasoning skills. On the other hand, Honey Mumford (2000) found that it can be difficult for the learner in situations where the learner cannot see significant reward from the activities. In this case, it will be best for me as a student nurse to link theory to practice by asking questions to clarify points being made to develop my understanding. Jasper (2003) expressed reflector as an individual who has the experiences of standing back and looking at a situation from different perspective. Having a high score as a reflector in the questionnaire, shows I will enjoy activities which involve watching, observing and listening to people during group discussion and lecturing session. There also the tendency to think about what has happened or learnt by relating new ideas or information to the past experience and then to examine them (Howatson-Jones, 2010). Learning as a reflector will enables me as a student nurse to be thoughtful and consider all possible areas and implications of obtaining detailed information before making decision (Honey Mumford, 1986). In conclusion learning style is beneficial for student nurses because it allows individuals to reflect on the past, present and future. It has also indicated my dominant learning style and I was able to identify my weaker style which has aided me to provide an action plan that will equip me to learn from a wide variety of experiences for me to be able to deliver good standard of care to patients now and in future. Annotated bibliography Jasper, M. (2003). Beginning reflective practice. Cheltenham: Nelson Thornes Ltd. This book introduces what reflective practice is all about, importance of reflection, how to reflect both individually and with others, approach of individual learning as well as developing professional practice. It also demonstrates skills necessary for effective practice, benefits of successful reflection to pre-registration and on-going professional development portfolios. The book will also enable student nurses to develop the practical skills necessary to reach the standards for registration as practitioners and make an awareness of individual knowledge, skills and your limitations so as to be competent. Honey, P. Mumford, A. (2006). The learning style questionnaire. Maidenhead: Peter Honey Publication. This learning style questionnaire was given in class and the content of the book explain different definition of learning, focuses on learning styles preferences and helps to see how an awareness of our preferences can help to become more effective learner. It also helps identify our preferred styles and enhance our learning efficiency by guiding us towards learning opportunities that will best suit our partialities. The questionnaire also have 40 learning style question to answer and clarify individual preferred ways of learning so that discrete people will be in a better position to select experiences that suits their style. The book is as used to broaden people scope by strengthening underutilised styles and being able to write essay on how to develop an aspect of our weaker style to support individual learning on the programme. Madeline O Carroll Alistair P. (2007). Essential mental health nursing skills: Elsevier publications. This book will help individual to recognize the skills and resources that students already have and show how these can be developed into the essential skills needed for nursing in health practice environment. The book also identifies four essential skills that are essential to nursing practice and these skills are the ability to form therapeutic relationships, observations, taking on different roles and reflection. Part of the book section focuses on the process of care and provides background in which the essential skills is applied and also covers assessment, care delivery, communication, improving physical wellbeing and managing care. Howatson-Jones, L. (2010). Reflective practice in nursing. Exeter: Learning Matters. This book discussed what reflection is, benefit of reflection, it also state a valued accumulation to the transforming nursing practice and emphasis on reflective practice in the NMC standards for pre-registration nursing education. The book provides method for developing logical skills through different way of using personal and professional reflection for learning and developing as a practitioner. The book is an aid to reflect as well as ways to assimilate personal reflective insight and a means of helping to advance nursing knowledge in more diverse ways. Heidari, F. Galvin, K. (2003). Action learning group: Can they help students develop their knowledge and skills? Nurse Education in Practice, 3, 49-55. This article explain what reflection is, acknowledged three stages to promote reflection which one has to go through, it also indicates ways to help student nurses how to reflect that can be used once qualified and when training. The article also talk about the important of reflective practice as learning resources for education is growing and reflecting on their own personal development as well as sharing the improvement. To sum up the article states the aim of action learning groups (ALGs) and evaluates importance, weakness and strength of the book to student nurses. Lesmes-Anel, J., Robinson, G. Moody, S. (2001). Learning preferences and learning styles: a study of Wessex general practice registrars. British Journal of General Practice, 51, 559-564. This British journal of general practice states learning experiences generate during the year in practice and the aim of this journal are to determine for the general practice registrars the nature of their learning preferences, learning styles and relationships between them. The journal also introduces what learning styles is and how honey and Mumford questionnaire establish the learning styles of 63 general practice learners in their year of practice and how experienced trainers react very differently to identical learning experiences during the year in practice. Finally this journal describe activist as having experiences, reflector as reviewing experiences, theorist as concluding from experience and pragmatist as planning the next steps. REFRENCES Alghasham, A. A. (2012). Effect of students learning styles on classroom performance in problem-based learning. Medical teacher, 34 14-19. Coffield, F., Moseley, D., Hall, E. Ecclestone, K. (2004). Learning style and pedagogy in post-16 learning: a systematic and critical review. London: Learning skills research centre. Goldfinch, J. Hughes, M. (2007). Skills, learning stayles and success of first-year undergraduates. London: Sage Publications. Heidari, F. Galvin, K. (2003). Action learning group: Can they help students develop their knowledge and skills? Nurse Education in Practice, 3, 49-55. Honey, P. Mumford, A. (1986) Manual of Learning Styles. Maidenhead: Peter Honey Publication. Honey, P. Mumford, A. (2000). The learning style questionnaire. Maidenhead: Peter Honey Publication. Honey, P. Mumford, A. (2006). The learning style questionnaire. Maidenhead: Peter Honey Publication. Howatson-Jones, L. (2010). Reflective practice in nursing. Exeter: Learning Matters. Jasper, M. (2003). Beginning reflective practice. Cheltenham: Nelson Thornes Ltd. Keefe, J. W. (1979). Learning style: an overview. In J. W. Keefe (eds.). Student learning style: Diagnosing and prescribing programs. Reston: NASSP. OCarroll, M Park, A. (2007). Essential mental health nursing skills: Elsevier publications.

Healthy Fast Food Essay -- Essays on Fast Food

It is nearly impossible to turn on the television or radio and not be hit with advertisements introducing the latest fast food trend – fresh and healthy food options. More often, the media bombards us with slogans such as Subway’s common pitch to â€Å"eat fresh† or McDonald’s million-dollar advertisement campaign to try the new fruit and walnut salad. Attention has made an abrupt turn from the greasy, deep-fried originals at the fast food chains to more health conscious food choices. Even a documentary of a man named Morgan Spurlock made headlines and won awards when he ate McDonald’s three times a day for a month and publicized the effects through a movie called Super Size Me. Shortly after Super Size Me caught high publicity attention, McDonald’s has introduced three â€Å"garden fresh salads.† Other popular fast food chains were not far behind the healthy menu options McDonald’s has offered, and soon numerous salad, yogurt, fruit, and grilled chicken food items popped up on every fast food menu. The message is simple; people are becoming too fat due to the consumption of fast food. Therefore, obesity and the demand for fresh, quick food service have increased the popularity of health conscious food selections on fast food menus.   Ã‚  Ã‚  Ã‚  Ã‚  Obesity, especially child obesity, is becoming more of an epidemic concern among society today and commonly linked to fast food. Recent data suggest that nearly fifteen percent of U.S. youngsters and almost one-third of adults are obese; and everyday nearly one-third of these U.S. children aged four to nineteen eat fast food. Yale University obesity researcher Kelly Brownell said, â€Å"Fast food contributes to increased calorie intake and obesity risk in children† (CBS News). No wonder parents are becoming concerned with the options children have when facing a fast food menu. Parent complaints are not enough of influence to entice the big-ticket fast food joints to make a healthy switch, however, lawsuits is. The nation's obesity epidemic has focused attention on fast-restaurants, and while recent class-action lawsuits attempting to blame McDonald's Corp. for making people fat have failed, many chains have begun offering healthier fare in fear of lawsuits (CBS News). A growing concern with on-the-go food consumers is the freshness and dietary guidelines that go into their diet. Tight schedules make people spend m... ...r, are not the causes for the change – it just happens to fit in perfectly with the scenario. Obesity and freshness have provoked a new health trend in fast food, and it is no secret with all the advertisements. So dare to super size an order of healthy fast food – a once considered oxymoron now becoming more of a reality. â€Å"Diet Trends Today.† May 20, 2004. Blog Spot. June 25, 2005 http://ffood.blogspot.com/ â€Å"Fast Food Linked to Child Obesity.† January 5, 2003. CBS News. June 25, 2005 http://www.cbsnews.com/stories/2004/01/05/health/main591325.shtml â€Å"Fast Food Trends Analyzed.† April 11, 2005. Biz Community. June 25, 2005 http://www.biz-community.com/Article/196/87/6281.html Martin, Andrew. â€Å"What’s Next for Fast Food? McTofu?† June 15, 2005. Chicago Tribune. June 25, 2005 http://news.yahoo.com/news?tmpl=story&u=/chitribts/20050615/ts_chicagotrib/whatsnextforfastfoodmctofu Solomon, Jesi. â€Å"Healthy Fast Food.† February 2005. Star Chefs. June 25, 2005 http://starchefs.com/features/trends/healthy_fast_food/index.shtml â€Å"The Next McDonald’s?† December 2002. Springwise Newsletter. Trend Watcher.com. June 25, 2005 http://www.springwise.com/newbusinessideas/2002/12/next_mcds.html

Language and Culture Essay

Language and culture reciprocate a fluid relationship. They both interact and shape the structure through which individuals can mediate their lives within a social context. Language and culture are immanent forces that help to define and open up the way we understand various dimensions of our lives, whether through the mass media and advertising, science and technology, slang, diverse vocabulary, changes of meanings. This essay will aim to break down the specific forums through which language is useful to culture and how culture forms the mechanisms and strategies through which we use language. I will begin with a discussion of the relationship between language and culture and then move on to the different paradigms that contain specific uses of language. To begin, it will be helpful to lay a framework upon which to build a working definition of language. According to the University of Princeton’s online dictionary, language is â€Å"a systematic means of communicating by the use of sounds or conventional symbols† (Language). This is straightforward enough for us to understand that language acts as a medium for communicating. The key terms to highlight here are systematic as well symbols because they stretch the function of the definition to include the power that institutions have over language as well as the way that language can shift and change through semiotics. As a system, language relies upon a specific and formal set of rules in order to function. Grammar, syntax, slang, and meaning are all elicited from the rules of language. The institution of a particular language also varies greatly depending on socio-economic factors as well as through educational strategies. For example, with the rise of information technology and the internet as well as through global capitalism, the English language has taken center stage as a pseudo-global language due to its far reaching capacity and its prevalence in scientific and technological innovations. It will be interesting to see how the role of English changes as the world becomes smaller through interconnectivity and the rise of other global languages such as Chinese. Different cultures, through different languages, create different modes of expression and understanding that give rise to cultural diversity. Cultural diversity relies upon the comparing and contrasting mechanisms through which meaning is ingrained. Semiotics is the realm of language that is concerned with signs and signification. Language is the tool through which we identify particular signs and accord them a meaning, or a signification. This is important because through the sign, or symbol, a culture places specific connotations beyond the traditional denotative structure of language. Language both identifies and distinguishes. This is where varying mediums play a significant role on the way cultures digest and create their lives through language. To illustrate how this works, I will next discuss the role that the mass media has on both the language of culture and the culture of language. The dominance of mass media and advertising over the realms of cross cultural communication cannot be underestimated. Through advertisements, newspapers, television, radio, and the internet, people across the world have instant access to a constant stream of information that shapes the way we live our lives. This can have both positive and negative impacts. On the positive side, mass media acts a vehicle for cross cultural dialogue. It provides people with a common language and a common set of terms through which to discuss the pressing issues of the day. The information presented is current and has a specific point of focus. Depending on a person’s cultural condition and through which avenue of mass media they travel on the information highway, the meaning of the information changes dramatically. In this way, two people from different cultures can watch the same news clip and come away from the experience with two completely different understandings from the same language and information. On the negative side of mass media we can point to what cultural theorists beginning with Antonio Gramsci have termed cultural hegemony. This names a dual process through which competing ideologies are struggled out on the stage of culture and through which subversive or outsider paradigms are brought into the dominant arena of culture in order to assimilate and therefore neutralize the conflict of interests (Chandler). This applies to our discussion of language and culture because it helps explain how the role of the media frames certain issues in order to parlay a particular point of view. For example, here in America hegemony can be witnessed through the way Fox News presents its conservative political agenda against the way that Comedy Central portrays its progressive politics through shows like the Daily Show. The language presented and used in media relies upon subtle ideological functioning in order to suggest at an agenda or viewpoint instead of simply communicating said purpose. As mentioned before, language both identifies and distinguishes. As in the previous example of news presentation, we can see how Fox News identifies its audience through its conservative ideology. By identifying as they do, they also distinguish themselves from the liberal-leaning Daily Show audience. It will be interesting to see how much, if any, influence Fox News can have during the Obama presidency and the rise of liberalism after relying so heavily upon Republican and conservative politics through the Bush administration. The shift in the power of balance in American politics will sway the tide of public opinion in the arena of culture that hegemony frames. We can also witness the way science and technologies rely upon specific uses of language in order to elucidate communication and meaning. Perhaps this arena of culture illustrates the example best. Science and technology create paradigms of knowledge. By this, we can see how biochemists almost literally speak another language than nuclear physicists in their professional lives. Again, this is not a positive or a negative situation; it is a cultural practice that plays itself out through particular frameworks of understanding the world. Another interesting example of how science and technology play out in the realm of language is to consider the macro level. As hinted at earlier, science and technology, with their innovations originating largely from the United States and Japan, have consisted and evolved through the language of not just professional jargon, but specifically and nearly exclusively through English. In his innovative essay, Translingual Travel: The Discourse Practice of Cultural Hegemony, Chinese cultural theorist Dai Xun writes of the impact this phenomenon has in China, â€Å"The primary premise in the rise of cultural hegemony is the advantages and control western countries enjoy over science, technology and information (Xun). This is another form of cultural hegemony that phases out periphery languages at the cost of integrating English into the global vocabulary as well as forming the unbalanced socio-economic relationships of our age. Language is utilized for specific purposes through systematic controls and symbolic gestures. That being said, language is not a monolithic and static entity. Although language relies on specific grammatical and syntactical rules, cultures have always innovated and bent the rules of grammar in an effort to assert their unique cultural conditions. The rise of slang is one of the most important and culturally reinforcing tactics that marginal groups use to coalesce and self-identify. Slang is a part of language, and it follows that it serves again to identify as well as to distinguish. One of the most striking examples of slang can be witnessed in hip-hop music. Hip-hop is rapidly becoming a global phenomena and it goes beyond just the music to include fashion, dancing, music making and lifestyle. In this way, the slang the hip-hop community uses separates them from other groups while also helping them to identify with like-minded people. Hegemony in the realm of hip-hop can help explain how power relations work themselves out through culture. In its infancy, hip-hop was a culture unique to African-Americans in inner-city America. With its popularity and rise through mass media, white, middle-class teenagers are adopting hip-hop into their lifestyles and trying to identify with the conditions that gave rise to it. This is how dominant culture integrates what was previously a subversive and politically threatening subculture into the mainstream. Now we see hip-hop artists in children’s cartoons, at suburban schools and in the malls. In conclusion, language and culture maintain mutually reinforcing relationship. Both dominant and subversive forms of communication are played out on the arena of cultural hegemony. This condition goes beyond the traditional positive/negative paradigm of culture. What is important to some cultures can have very little significance to others. Works Cited Chandler, Daniel. (2000). Gramsci and Hegemony. Marxist Media Theory. Retrieved December 22, 2008 from http://www. aber. ac. uk/media/Documents/marxism/marxism10. html Language. (2008). Wordnet. Princeton University. Retrieved December 22, 2008 from http://wordnetweb. princeton. edu/perl/webwn? s=language Xun, Dai. (2008). Translingual Travel: The Discourse Practice of Cultural Hegemony. Southwest Normal University. Retrieved December 22, 2008 from www. ln. edu. hk/eng/staff/eoyang/icla/Translingual%20Travel

An Introduction to Organisational Learning and Knowledge Management - Free Essay Example

Sample details Pages: 8 Words: 2402 Downloads: 4 Date added: 2017/06/26 Category Management Essay Type Research paper Did you like this example? Introduction (2464 words) The field of organizational learning (OL) and knowledge management (KM) has acknowledged the attention of researchers and practitioners from all over the world in the past 20 years and will grow constantly in the next 10 years (Easterby-Smith and Lyles, 2011). The main reason for growth of this field because of the contribution of knowledge workers in the growth of knowledge economy. As Drucker (1999) has highlighted that knowledge workersà ¢Ã¢â€š ¬Ã¢â€ž ¢ productivity is the great challenge for the competitive edge of a global economy. Don’t waste time! Our writers will create an original "An Introduction to Organisational Learning and Knowledge Management" essay for you Create order Therefore, organizations need to focus more on the organizational learning (OL) concept to promote knowledge management in this era. Organizational learning is a change in the organization that occurs as the organization acquires experience. However, Eaterby- Smith (2000) debated that organizational learning defined as a change in cognitions or behaviour. Overall, most of the researchers would agree with the defining organizational learning as a change in the organizationà ¢Ã¢â€š ¬Ã¢â€ž ¢s knowledge that occurs as a function of experience (Fiol and Lyles, 1985). In the organization learning, knowledge can manifest itself in changes in cognitions or behaviour that including explicit and tacit components. Knowledge management is the planning, organizing, motivating and control of people, processes and systems in the organization to ensure knowledge- relate assets are improves and employed (W.R. King, 2009). From the knowledge management in the organizational learning would be tr ansfer the knowledge through the knowledge management process to develop the social media. Creativity and innovation would be developing from knowledge management in the organization. The objectives of this paper are: Identify how organizations learn from the literature on the topic in recent conceptual framework. Report the nature of knowledge management from the literature on the topic in recent conceptual framework. Undertake an analysis of KLM- Royal Dutch Airlines and how KLM develop/ exploit Social Media (SM) for business advantages. Determine how KLM become more innovative as consequence of theoretical and empirical analysis of OL/KM and SM. Literature Review Organizational Learning (recent conceptual framework) Figure 1 show the framework for analysing organizational learning aims to parse organizational learning to make it more tractable analytically. Glynn et al. (1994) claimed that organizational learning occurs in a context that includes organization and the environment in which the organization is implanted. Experiences from the workers in the organization transpire as task performance in the framework. Experience can be measured in term of cumulative number of task performances (Argote and Miron- Spektor, 2011). For example, experience would be measured by cumulative numbers of products or services designed in design firms. Figure 1: A theoretical framework for analysing organizational learning Source: Argote and Miron Spektor 2011, Journal of Organization Science Environmental context also involve in this framework where includes elements outside the boundaries of the organization or called as external forces such as competitors, clients, institutions and regulators. A s a result, the environmental context also affects the experience the organization acquires. From the figure above prove that context interacts with experience to create knowledge. Therefore, knowledge acquired by learning is embedded in the organizationà ¢Ã¢â€š ¬Ã¢â€ž ¢s context and changes the context. Weber and Camerer (2003) stated that knowledge can be embedded in the active context and organizationà ¢Ã¢â€š ¬Ã¢â€ž ¢s latent context such as its culture that will effect for the future learning. The active context comprises the basic element of organizations, members and tools that related with the organizationà ¢Ã¢â€š ¬Ã¢â€ž ¢s task. Then, the latent context affects which individuals are members of the organizations, type of tools and task performed. By contrast, latent and active context is the capability for action. The conceptualization of active context in this theoretical framework builds on the concept of McGrath and colleagues (Arrow et al. 2000, McGrath and Argote, 2001). With the combination of their frameworks which is basic element about the members, tools and tasks combine to form networks called as organizationà ¢Ã¢â€š ¬Ã¢â€ž ¢s social network. Social network could be within organization where knowledge is transferred from one people to another people within organization. Moving members from one organizational unit to another is also a mechanism for transferring knowledge (Kane et al. 2005) called as knowledge transfer. For example by helping to identify pattern in data where task sequences can also be knowledge repositories and serve as knowledge transfer mechanism (Darr et al. 1995). 2.2 Nature of Knowledge Management (recent conceptual framework) First of all, the theory of organizational knowledge creation developed by Nonaka and his colleagues (Nonaka 1994; Nonaka et. al. 1994; Nonaka Takeuchi 1995; Nonaka et. al. 2000; 2001a; Nonaka Toyama 2003) created in studies of information creation in innovating companies (Imai et. al. 1985; Nonaka 1988a, 1988b, 1990, 1991b, Nonaka Yamanouchi 1989; Nonaka Kenney 1991) and performs to have undergone two phases of development. Initially, there are two dimensional theory of knowledge creation by Nonaka. Firstly, epistemological that relate to the social interaction between tacit and explicit knowledge whereby knowledge is converted, and new knowledge created by (Nonaka et. al. 1994: 338; Nonaka 1994: 15). Four modes of knowledge conversion known as SECI model today was identified in Figure 2 which is tacit to tacit (Socialization), tacit to explicit (Externalization), explicit to explicit (Combination), and explicit to tacit (Internalization) where it called as knowledge management in an organization. Nonaka and Konno (1999) describe knowledge creation as a à ¢Ã¢â€š ¬Ã…“spiralling process of interactions between explicit and tacit knowledge Figure 2: The knowledge creation Source: Nonaka Takeuchi 1995 Knowledge is often defined as a justif ied personal belief. The most fundamental distinction of taxonomies is between tacit and explicit knowledge. Polanyi (1966) stated that tacit knowledge inhabits the minds of people and either impossible, or difficult, to articulate. However, some knowledge is inserted in business processes, activities, and relationships that have been created over time through the implementation of a continuing series of improvements. In fact, explicit knowledge exists in the form of words, sentences, documents, organized data, and computer programs and in other explicit forms. From the theoretical creation of the knowledge by Nonaka and Takeuchi, the other frameworks can be continuously developed in the organization to improve the organizational performance for the future. The model in Figure 3 shows the initiation of the KM framework involves from creation or the acquisition of knowledge in an organization. Knowledge creation involves developing new knowledge or replacing existing knowledge wit h new content (Nonaka, 1994). The focus of this is usually on knowledge creation inside the boundary of the firm or in conjunction with partners. The four bullet points under à ¢Ã¢â€š ¬Ã…“Creationà ¢Ã¢â€š ¬Ã‚  refer to Nonakaà ¢Ã¢â€š ¬Ã¢â€ž ¢s (1994) four modes of knowledge creation of socialization (the conversion of tacit knowledge to new tacit knowledge through social interactions and shared experiences), combination (creating new explicit knowledge by merging, categorizing, and synthesizing existing explicit knowledge), externalization (converting tacit knowledge to new explicit knowledge) and internalization (the creation of new tacit knowledge from explicit knowledge). Figure 3: Knowledge Management (KM) process/ framework in the organization. Source: William R. King (2009) Acquisition in the table illustrate some processes for acquiring knowledge from external sources for instance searching as on the Internet (Menon and Pfeffer, 2003), sourcing (selecting the s ource to use) (King and Lekse, 2006) and grafting (adding an individual who possesses desired knowledge to the organization) (Huber, 1991) . Once knowledge is transferred or shared within organization through elaboration in term of development of different interpretations, infusion in term of identification of underlying issues, and thoroughness in term of development of multiple understandings by different individuals or groups (King and Ko, 2001) so that the knowledge would be helpful in facilitating innovation, collective learning, individual learning and collaborative problem solving (King, 2005). It may also be implanted in the practices, systems, products and relationships of the organization through the creation of knowledge-intensive organizational capabilities (Levitt and March, 1988). At the end of the result, depicts knowledge having impact on the organizational performance in the future that will improved productivity, revenues, profit and return on investment (Kin g, 2009). 3.0 Case Analysis: KLM- Royal Dutch Airlines and Social Media KLM Royal Dutch Airlines has operated flights all over the world for more than 90 years. KLM is one of the largest airlines and most successful international airline companies with more than 32,000 employees offering more than 133 international destinations all over the world. KLM has taken the enterprise for Corporate Social Responsibility directed at customers, employees and society. For this reason, KLM exploited social media to more fully attain the company mission of Corporate Social Responsibility (CSR). Developing/ Exploiting of Social Media for Business Advantage KLM has started to use social media in the business through Twitter in 2009 and Facebook in early 2009. Social media became more useful and explosive beginning following the eruption of the Icelandic volcano in Ireland, EyjafjallajÃÆ' ¶kull in April 2010. Due to this problem that produced an ash, it was causing airline flights to come to all stall for 6 days without any business running. During this time, customer service requests became more crowded and caused problem in KLMà ¢Ã¢â€š ¬Ã¢â€ž ¢s call centre. Fortunately by developing of social media since 2009, KLM using social media elements with the help of internal volunteers to quickly respond via Facebook and Twitter. KLM acknowledged a lot of positive publicity about deciding customer service issues socially during this crisis and the effect of using social media networks as a form of customer interaction was profound at this stage. Finally for the business advantages in the future, CEO of KLM, Peter Hartman announcing that the company would invest in evolving an on-going social media strategy centrally focused around improving customer centricity by referring Figure 4. Figure 4: Social Media used by KLM- Royal Dutch Airlines (Twitter and Facebook) Three elements that important about social media acknowledged by KLM top management for the busin ess advantages are KLM strives to distribute brilliant customer support through social media, recognizes customers talk about brands on social media and social media is an excellent acquisition channel for the fans compare to the marketing campaign. With this three elements, KLM established a company-wide policy that involved a joint effort of multiple departments intended at leveraging à ¢Ã¢â€š ¬Ã…“service, brand and commerceà ¢Ã¢â€š ¬Ã‚  via social media. KLM established social media management team to dependably post creative, engaging content and campaigns develop social products and to offer customers 24/7 service and every issue must be resolved within 24 hours. This will give the business advantage to the KLM where it will encourage the loyalty of the passengers and derived the revenue for the future from the KLM three pillar social media strategy, à ¢Ã¢â€š ¬Ã…“Reputation, Service and Commerceà ¢Ã¢â€š ¬Ã‚ . Some other business advantage derived from the social me dia implemented by KLM are higher internal emphasis on servicing the customers by communication via social networks, direct feedback by KLM customers resulted for the product improvement and improve commercial value of KLM. Other than that, more united and proud employee base due to the compliments receives via social media and KLM optimized the daily social content and organized creative campaign. 4.0 KLM- Royal Dutch Airlines Innovations KLM began to introduce innovation campaign to show the dedication to social customer service rather than just responding through social media. The campaign gave advantage to the KLM where led to more satisfied customer based, improve engaged social community and as a result could drastically increase in fan growth and brand awareness. Figure 5: KLM business innovation Source: Socialbakers- KLM Case Study (2013) Live Reply KLM wanted to show dedicated of social media awareness to the customers in September 2011 with help of m ore than 500 internal volunteers where KLM responded to each individual tweet and post with a one minute adapted video of KLM employees that holding letters to form the fitting response in live. Figure 6: Live reply by KLM Meet and Seat This social product allows for KLM passengers especially entrepreneur to search for other passengers on the same flight connect through Twitter or Facebook and then organize sitting next to each other that will gain valuable awareness when traveling to new markets. Figure 7: Passenger search for other passengers for same flight via Twitter and Facebook Trip Planner The product is designed to allow with simply steps which is passenger will plan a trip and invite friends, then book KLM flights via a social application. This will increases KLM profits originating from social media and provides customer service effectively. Figure 8: KLM trip planner KLM Surprise KLMà ¢Ã¢â€š ¬Ã¢â€ž ¢s social media managers ran a campaign t hat involved by monitoring passengersà ¢Ã¢â€š ¬Ã¢â€ž ¢ social profiles and the activity of booking with the airlines. Then, when the passenger arrived at their destination, passenger would receive a surprise gift from KLM for flying as a token of appreciation to show to the world. Figure 9: KLMà ¢Ã¢â€š ¬Ã¢â€ž ¢s staff giving surprised to passengers Through the theoretical and empirical analysis of organizational learning, knowledge management and social media, this case study about KLM shows the correlation between the knowledge transfer within KLM and social network developed in the organization. As a result, the knowledge management will be transfer to develop some of the innovation in the organization for example using social media for business advantage and increase KLMà ¢Ã¢â€š ¬Ã¢â€ž ¢s performance for the future. 5.0 Conclusion As a conclusion, knowledge management is conducted in many different ways in the organization that should be headed by a Chief Knowledge Officer (CKO). Knowledge management strategy could be implemented by CKO to the other department for instance, the communications linkages among various KM groups are of great importance (King, 2005; King, 2008). Therefore, organizational culture is believed to influence the knowledge-related behaviours of individuals, teams, organizational units and overall organizations because it importantly influences the determination of which knowledge it is appropriate to share, with whom and when importantly (Oliver and Kandadi, 2006). Knowledge is transferred within organization from department to other department to form the social network in the organization. However, performance of the organization improve by using the technology today that develop from the organizational learning in the form of social media via Facebook, Twitter, YouTube, Google and so on. From the development of social media that exploit business advantages to the organization, the innovation will take place to review and improve the performance in the organization as in KLM- Dutch Airlines case study. Implication and Limitation of the Report The implications of the report are researcher could critically understand about nature, process of knowledge creation and transfer within social network organization. Other than that, this report could evaluate how individual learning and organizational dynamics combine to create innovation as KLM does. The limitation of the report is the lack of journal that relates innovation and social media because social media is just develops in 21st century around 2010 and above. Last but not least, time of doing the research about the empirical data of KM, OL and SM involve in the report is not enough to come out the best research. (2464 words) References