A Business Intelligence Model for SMEs Based on Tacit Knowledge

This paper proposes a specific model of business intelligence in relation with SMEs practices, culture and competitive environment. This model is based on the mobilization of corporate tacit knowledge and informal information, aiming at interpreting anticipatory environmental information and assist strategic decision making. An empirical survey assessing the existing business intelligence practices in 20 French SMEs has identified seven necessary acceptance conditions of a business intelligence project as well as a managerial tool allowing tacit knowledge traceability.business intelligence; tacit knowledge; SMEs; sense-making

Mapping wisdom as a complex adaptive system

This is the second of two papers concerning wisdom as an ecosystem appearing in sequential editions of Management & Marketing journal. The notion of wisdom as an ecosystem, or "the wisdom ecology", builds on work by Hays (2007) who first identified wisdom as an organisational construct and proposed a dynamic model of it. The centrepiece of this and its former companion paper is a relationship map of the Wisdom Ecosystem (the Causal Loop Diagram at Figure 1). The first paper, "The Ecology of Wisdom", introduced readers to the topics of wisdom and complex adaptive systems, and presented a dynamic model of the Wisdom Ecosystem. This second paper discusses systems dynamics modelling (mapping systems) and covers the Wisdom Ecosystem model in detail. It describes the four domains, or subsystems, of the Wisdom Ecosystem, Dialogue, Communal Mind, Collective Intelligence, and Wisdom, and walks readers through the model, exploring each of its 25 elements in turn. It examines the relationships amongst system elements and illuminates important aspects of systems function, providing a rare tutorial on developing and using Causal Loop Diagrams.Causal Loop Diagramming, Complexity, Dialogue, Organisational Learning, Systems Dynamics, Wisdom.

Are Leader Behavior and Emotional Intelligence related to Teacher Efficacy?

There is general agreement and the research supports the contention that school leadership is related to student learning/achievement (Hallinger & Heck, 1996; Ross & Gray, 2006; Francera & Bliss, 2011; Shatzer, Caldarella, Hallam, & Brown, 2014). However, the nature and strength of that relationship is still uncertain. Identifying the effects, whether direct or indirect, leaders have on student learning/achievement is imperative to the further development of school leadership theory. Direct leader effects on student achievement/learning may be identified at some point. However, given that a leader impacts many factors related to student achievement/learning indirectly, the identification of indirect leader effects on student achievement/learning seems more likely. This study examined the relationships between and among school leader behaviors, leader emotional intelligence, and teacher efficacy. The findings revealed that leader behaviors were found to be inversely correlated to general teaching efficacy but that leadership behaviors and leader emotional intelligence were positively correlated. Also, leader emotional intelligence was found to be positively correlated (though weakly or moderately) to general teaching efficacy, and/or personal teacher efficacy

Building an Ethical Small Group (Chapter 9 of Meeting the Ethical Challenges of Leadership)

This chapter examines ethical leadership in the small-group context. To help create groups that brighten rather than darken the lives of participants, leaders must foster individual ethical accountability among group members, ensure ethical group interaction, avoid moral pitfalls, and establish ethical relationships with other groups. In his metaphor of the leader\u27s light or shadow, Parker Palmer emphasizes that leaders shape the settings or contexts around them. According to Palmer, leaders are people who have an unusual degree of power to create the conditions under which other people must live and move and have their being, conditions that can either be as illuminating as heaven or as shadowy as hell. 1 In this final section of the text, I\u27ll describe some of the ways we can create conditions that illuminate the lives of followers in small-group, organizational, global, and crisis settings. Shedding light means both resisting and exerting influence. We must fend off pressures to engage in unethical behavior while actively seeking to create healthier moral environments

Collective intelligence for OER sustainability

To thrive, the Open Educational Resource (OER) movement, or a given initiative, must make sense of a complex, changing environment. Since “sustainability” is a desirable systemic capacity that our community should display, we consider a number of principles that sharpen the concept: resilience, sensemaking and complexity. We outline how these motivate the concept of collective intelligence (CI), we give examples of what OER-CI might look like, and we describe the emerging Cohere CI platform we are developing in response to these requirements

Non-Technical Individual Skills are Weakly Connected to the Maturity of Agile Practices

Context: Existing knowledge in agile software development suggests that individual competency (e.g. skills) is a critical success factor for agile projects. While assuming that technical skills are important for every kind of software development project, many researchers suggest that non-technical individual skills are especially important in agile software development. Objective: In this paper, we investigate whether non-technical individual skills can predict the use of agile practices. Method: Through creating a set of multiple linear regression models using a total of 113 participants from agile teams in six software development organizations from The Netherlands and Brazil, we analyzed the predictive power of non-technical individual skills in relation to agile practices. Results: The results show that there is surprisingly low power in using non-technical individual skills to predict (i.e. explain variance in) the mature use of agile practices in software development. Conclusions: Therefore, we conclude that looking at non-technical individual skills is not the optimal level of analysis when trying to understand, and explain, the mature use of agile practices in the software development context. We argue that it is more important to focus on the non-technical skills as a team-level capacity instead of assuring that all individuals possess such skills when understanding the use of the agile practices.Comment: 18 pages, 1 figur