11 research outputs found
곡과λν λνμμμμ μ§λ¨μ§μ±(Collective Intelligence) μμ± λ° μ‘°κ±΄ νμ
κ΅λ¬Έ μ΄λ‘
μ‘°μ§μ μλ‘ λ€λ₯Έ νΉμ±μ κ°μ§ κ°μΈλ€ κ°μ μνΈμμ©μ ν΅ν΄ μ§λ¨μ΄ μ»μ μ μλ μ μ©μ±μ μ μ€ν 체κ°νκ³ μλ€. μ΄μ λ μμμ νμν κ°μΈμ λ₯λ ₯μ μ΄μ μ λ§μΆκΈ° 보λ€λ λ€μμ μΈμ¬λ€ κ°μ νμ
μ μ€μμ±μ μΈμνκ³ , μ‘°μ§μ μμ°μ± λ° ν¨μ¨μ±μ κ·ΉλννκΈ° μν΄ μΈμ¬λ₯Ό λ€κ°λλ‘ νμ©νλ λ°©μμ μ κ·Ήμ μΌλ‘ λͺ¨μνκ³ μλ€. μ΄μ κ°μ΄, μλ‘ λ€λ₯Έ μ’
λ₯μ κ°μ μ κ°μ§κ³ μλ μ¬λλ€ κ°μ μνΈμμ©μ ν΅ν΄ μ§λ¨μ΄ λ¨μν κ°μΈμ ν© μ΄μμ λ₯λ ₯μ λ°ννκ² λλ€λ©΄ κ°μΈ λ° μ‘°μ§ λͺ¨λκ° μνλ 건μ€μ μΈ κ²°κ³Όλ₯Ό μ΄λ£¨μ΄λΌ μ μμ κ²μ΄λ€. μ΄λ¬ν λ§₯λ½μμ μ§λ¨ ꡬμ±μλ€μ λ₯λ ₯μ μ λ°ν, νμ©ν μ μλ ν¨κ³Όμ μΈ λ©μ»€λμ¦μΌλ‘μ μ§λ¨μ§μ±(Collective Intelligence)μ κ΄ν νμ λ° μ μ©μ΄ νμν μμ μ΄λ€.
μ§λ¨μ§μ±(Collective Intelligence)μ μ§λ¨ λ΄ μνΈκ°μ κΈμ μ μΈ μλμ§λ₯Ό ν΅ν΄ μ§λ¨ νΉμ ν λ΄μμ κ°κ°μΈλ€μ νΉμ±μ΄ μ λ°νλμ΄ κ³΅λμ λͺ©νλ₯Ό λ¬μ±νλλ‘ μ΄λλ μ§λ¨μ λ₯λ ₯μ΄λΌκ³ ν μ μλ€. μ΄κ²μ μ¬νμ‘°μ§μ΄ μνν λ λ λνλ μ μλ μ₯μ μ μ κ·Ήμ μΌλ‘ νμ©νλλ° λν ν¨μλ₯Ό μ£Όκ³ μλ€.
λ³Έ μ°κ΅¬μ μ΄μ μ μ¨λΌμΈ κΈ°λ°μ λμ€μ§μ±μ κ΄μ μμ μ£Όλ‘ λ
Όμλμ΄ μ¨ μ§λ¨μ§μ±μ μ€νλΌμΈ μμ μ λ¬Έκ° μ§μ±μ κ΄μ μΌλ‘ λ
Όμλ₯Ό νμ₯νλλ° μλ€. μ¦, κ·Έλμ μ§λ¨μ§μ±μ μΌλ°μΈ, λ€ν°μ¦, μλ―Όλ€μ μ€μ¬μΌλ‘ νλ λμ€μ§μ±μ κ΄μ μμ μ£Όλ‘ λ
Όμλμ΄ μλ€. νμ§λ§ νμ
μ μ€μ¬μΌλ‘ λνλλ μ λ¬Έκ° μ§μ±μ κ΄μ μμ μ§λ¨μ§μ±μ νμν¨μΌλ‘μ¨, κ°μΈ λ° κ°μΈμ λλ¬μΈκ³ μλ νκ²½ μμ κ°μ μνΈμμ©μ ν΅ν΄ λνλλ κ΅μ‘μ ν¨μλ₯Ό λμΆν μ μλ€. λ°λΌμ λ³Έ μ°κ΅¬λ νμ
μ΄ μΌμ΄λλ λ€μν νκ²½ μ€μ νλλ‘μ 곡과λν λνμμμ μΌμ΄λλ μ§λ¨μ§μ±μ μμμ μ΄ν΄λ³΄κ³ κ·Έλ‘λΆν° κ΅μ‘μ ν¨μλ₯Ό λμΆνκ³ μ νλ€. λ³Έ μ°κ΅¬μ λͺ©μ μ 곡과λν λνμμμμ μ§λ¨μ§μ±μ μμ±κ³Ό λ°νμ‘°κ±΄μ΄ μ΄λ νμ§λ₯Ό νμνλ κ²μ΄λ€.
곡과λν λνμμλ€μ΄ μ§κ°νλ μ§λ¨μ§μ±μ μμ±κ³Ό λ°ν쑰건μ νμΈνκΈ° μν΄ νλΉνλ₯Ό κ±°μΉ λ©΄λ΄μ© μ§λ¬Έμ§λ₯Ό μ μνμλ€. λ©΄λ΄μ κ° κ°μΈλ³λ‘ κ°μΈ λ©΄λ΄κ³Ό ν¬μ»€μ€ κ·Έλ£Ήμ νμ±νμ¬ μ΄λ£¨μ΄μ§ μ§λ¨ λ©΄λ΄, μ΄ 2νμ© μ΄λ£¨μ΄μ‘λ€. λ©΄λ΄μ μμνκΈ° μ , λ¨Όμ μ°κ΅¬ μ°Έμ¬μλ€μκ² μ°κ΅¬μ λͺ©μ κ³Ό μλ£ νμ© λ±μ λν΄ μ€λͺ
νκ³ , μ°κ΅¬ μ°Έμ¬ λμμλ₯Ό λ°μλ€. μ΄μ ν¨κ» κ°μΈμ μΈ λ°°κ²½μ 묻λ μ§λ¬Έλ€μ΄ μ μλμλ€.
λ©΄λ΄μ μ°Έμ¬ν μ¬λλ€μ μ΄ 11λͺ
μΌλ‘μ, μ°κ΅¬ μ°Έμ¬μλ€μ λͺ¨λ Sλ 곡과λν λνμ λ°μ¬κ³Όμ λ° μλ£μμ΄κ³ , 곡과λν λ΄μμ λ€μν μ 곡μ νλ νμλ€λ‘ ꡬμ±λμ΄ μλ€. μ΄λ€μ λνμ μ¬ν κΈ°κ° λμ μ°Έμ¬νλ νλ‘μ νΈ κ²½νμ κΈ°λ°μΌλ‘ μλ‘ λ€λ₯Έ λ°°κ²½ νμ λ€μν μλ΅μ 보μ¬μ£Όμλ€.
μ°κ΅¬μ°Έμ¬μλ€μ λμμΌλ‘ νλ λ μ°¨λ‘μ λ©΄λ΄ ν, κ·λ©μ μΌλ‘ μλ£λ₯Ό λΆμνλ λ°©μμΈ λ΄μ© λΆμμ ν΅ν΄ μλ£λ₯Ό λΆμνμλ€. μ΄ν, μ°κ΅¬μκ° λΆμν κ°κ°μ νλͺ©μ λν λ΄μ© λΆμ κ²°κ³Όμ μ λ’°λλ₯Ό νμΈνκΈ° μν΄ μ°κ΅¬μ°Έμ¬μλ₯Ό λμμΌλ‘ κ²°κ³Ό λΆμ λ€κ°κ²μ¦μ μ€μν ν μ½λλ₯Ό μμ νμλ€.
λΆμ κ²°κ³Ό, μ§λ¨μ§μ±μ μμ±μΌλ‘ μΈμ§μ λ€μμ±, μΈμ§μ νλ ₯ κ³Όμ , μΈμ§μ νλ ₯μ ν΅ν μ°μΆλ¬Όμ λμΆνμλ€. μΈμ§μ λ€μμ±μ μν₯μ λ―ΈμΉλ μμλ‘λ ꡬμ±μμ μλ‘ λ€λ₯Έ μ§μκ³Ό κ²½ν, μ°μ°¨κ° μμλ€. μ¦, ꡬμ±μ κ°μμ μ λ¬Έμ±μ΄ μ§λ¨μ§μ±μ΄ λλ¬λλ ν΅μ¬μ μΈ μμκ° λλ€λ κ²μ΄λ€. μΈμ§μ νλ ₯ κ³Όμ μμλ μλ‘μκ² λ―ΈμΉλ μν₯, μλ ₯μ μ΅μννκ³ , μΌμ ν 거리λ₯Ό μ μ§νλ©΄μ κ°μμκ² μ£Όμ΄μ§ κ³Όμ
μ λ¬μ±ν μ μλλ‘ νλ λ
립μ±, νμΈμ μν₯μ λ°μ§ μκ³ μμ μ λ°©μμΌλ‘ λ¬Έμ λ₯Ό λ°λΌλ³΄κ³ ν΄κ²°μ±
μ λͺ¨μνλ λΆμ°ν, μ‘°μ§ κ΅¬μ±μλ€μ μ΄μ κ°μ κ°λ³μ μΈ νλ¨μ΄ 곡λμ μ§λ¨μ κ²°μ μΌλ‘ μλ ΄λλ λ©μ»€λμ¦μΌλ‘μ ν΅ν©μ΄ μλ€. μ΄μ€, νΉν ν΅ν©μ λ°©μμ μμ΄μ μμ§μ ν΅ν©μ μ΅μννκ³ , μνμ ν΅ν©μ νμ±ννλ κ²μ΄ μ§λ¨μ§μ±μ κ²°μ νλ μ€μν μμλ‘ μμ©νλ κ²μ μ μ μμλ€. λν μΈμ§μ νλ ₯μ ν΅ν μ°μΆλ¬Όλ‘μλ 곡λμ λͺ©ν λ¬μ±, νλ¬Έμ Β·μ€μ©μ κΈ°μ¬, κ°μΈ μ°¨μμ μλ‘μ΄ λ°°μμ΄ μμλλ°, μ΄κ²μ μΈμ§μ λ€μμ± λ° μΈμ§μ νλ ₯ κ³Όμ κ³Ό μ κΈ°μ μΌλ‘ μ°κ²°λλ©°, μ΄λ¬ν μμλ€μ΄ μ§λ¨μ§μ±μ μμ±μ ꡬμ±νλ€λ κ²μ νμΈν μ μμλ€.
μ§λ¨μ§μ±μ λ°ν 쑰건μΌλ‘λ ν 리λμκ³Ό μ€κ° 리λμμ μν μ΄ μμλ€. μ¦, μ§λ¨μ§μ±μ μμ±μ κ°μ§κ³ μλ€κ³ νλλΌλ μ§λ¨μ§μ±μ μμ±μ΄ λνλ μ μλ λ°νμ‘°κ±΄μ΄ μ κ°μΆμ΄μ Έ μμ§ μλλ€λ©΄ μ§λ¨μ§μ±μ λ°νμ λ§μ μ μ½μ΄ λ°λ₯΄κ² λλ€. λ¨Όμ , μ‘°μ§μ νν λ₯Ό μ’μ°νλ κ²°μ μ μΈ μ‘΄μ¬μΈ ν 리λμμ μν λ‘λ μλ―Έ μλ μ°κ΅¬ μ£Όμ μ μ , λκΈ° λΆμ¬, λͺ
νν λͺ©ν λ° λ°©ν₯ μ μ, μ μ ν μν λΆλ΄, μ κΈ°μ μΈ μ°κ΅¬μ§ν μν© λ° μ κ², μ λ¬Έμ±, μμ λ‘μ΄ λΆμκΈ° μ‘°μ±μΌλ‘ λνλ¬λ€. μ§λ¨μ§μ±μ νμ±νλ₯Ό μν΄μ ν 리λμμ μ°κ΅¬κ° μ μ§νλ μ μλλ‘ κ΅¬μ‘°νλ₯Ό νκ³ , μ°κ΅¬μ μ§ν μν©μ μ κ²νλ μν μ νλ, μ§λ¨ ꡬμ±μλ€ κ°μ μνΈμμ©μ κ°μ
νλ κ²μ μ΅μννλ κ²μ΄ νμνλ€. μ΄μ λλΆμ΄, μ€κ° 리λμμ μν λ‘λ νλ‘μ νΈ μ§ν κ΄λ¦¬, μ λ¬Έμ±, κ°λ°©μ μΈ μμΈ, ν©λ¦¬μ μΈ κ³Όμ
λΆλ°°, (ꡬμ±μμ λν μ΄ν΄λ₯Ό λ°νμΌλ‘ ν) λκΈ° λΆμ¬, λ°°λ €μ μ‘΄μ€μ 리λμ, μνν μμ¬μν΅μΌλ‘ λνλ¬λ€. μ€κ° 리λμμ νλ‘μ νΈμ μ€μ§μ μΈ μ΄μμ 맑μΌλ©΄μ ꡬμ±μλ€κ³Όμ κΈ΄λ°ν μνΈμμ© νμμ μ°κ΅¬λ₯Ό μ§ννκ² λλ€. μ§λ¨μ§μ±μ νμ±νλ₯Ό μν΄μλ ꡬμ±μλ€κ³Ό μΌμμ ν¨κ» νκ³ νλ‘μ νΈμ μ€μ§μ μΈ μ΄μμ 맑λ μ€κ° 리λμμ΄ λ―Όμ£Όμ μ΄κ³ μνμ μΈ νν λ₯Ό μ‘°μ±νλ©΄μ ꡬμ±μλ€κ³Ό μνν μνΈμμ©μ ν΅ν΄ μ°κ΅¬λ₯Ό μ§ννλ κ²μ΄ λ°λμ§ν κ²μΌλ‘ λνλ¬λ€.
λν 곡과λν λνμ λ΄μμλ μ 곡 λ° νλ‘μ νΈμ νΉμ±μ λ°λΌ κ°λ³ν, νν, μ΅ν©νμ λ°©μμΌλ‘ μ°κ΅¬κ° μ΄λ£¨μ΄μ§μ μ μ μμλ€. μ¦, μκΈ°λ³λ‘ νμμ λ°λΌ μ΄ μΈ κ°μ§ λ°©μμ μ€κ°λ©΄μ μ°κ΅¬λ₯Ό νκ² λ μ μκ³ , κ° μ νλ³λ‘ μ§λ¨μ§μ±μ΄ μννκ² μΌλ£¨μ΄μ§κΈ° μν λ°νμ‘°κ±΄μ΄ μ‘΄μ¬νλ κ²μΌλ‘ νμΈλμλ€.
곡과λν λνμ λ΄μμ μ§λ¨μ§μ±μ΄ νμ±ννκΈ° μν΄μλ μ°κ΅¬ μμ μ μ¬μ ꡬ쑰νλ₯Ό ν΅ν 곡μ , κ·Έλ¦¬κ³ μ°κ΅¬ μ§ν κ³Όμ μ€ μ κΈ°μ μΈ νμλ₯Ό ν΅ν΄ κ°μμ λ¬Έμ λ₯Ό 곡μ ν¨μΌλ‘μ¨, μλ‘ λ¨Έλ¦¬λ₯Ό λ§λμ΄ λ¬Έμ λ₯Ό ν΄κ²°ν΄ λκ°λ μ견κ΅λ₯μ μ₯μ μ λ‘ννλ κ²μ΄ κΈμ 무μμ μ μ μμλ€. λν μ΅κ·Ό μ¬νμ μΌλ‘ λ§μ μ΄μκ° λκ³ μλ μ΅ν© μ°κ΅¬μ κ²½μ°, ν μ 곡μ λν μ΄ν΄κ° μ°μ μ μΌλ‘ μꡬλλ©°, μλ‘ λ€λ₯Έ μ΄ν΄κ΄κ³λ μ
μ₯μ μ‘°μ¨ν μ μλ 리λμμ΄ μ§λ¨μ§μ±μ λ°νλ₯Ό μν΄ μ€μν μ μ 쑰건 μ€μ νλμΈ κ²μΌλ‘ λνλ¬λ€. μ΄μ²λΌ, μ§λ¨μ§μ±μ λ§₯λ½κ³Ό μκ΄μμ΄ μ ννλμ΄ μκ³ κ³ μ μ μΌλ‘ λνλλ κ²μ΄ μλλΌ λ€μν ννλ‘ λνλ μ μκ³ , ꡬμ±μμ΄ μνλ μ§λ¨μ νν κ° μ΄λ νλμ λ°λΌ μ§λ¨μ§μ±μ λ°ν μ λλ ν¬κ² λ¬λΌμ§ μ μλ€.
λ³Έ μ°κ΅¬μ μ νμ μ 보μνκ³ μ°κ΅¬κ²°κ³Όλ₯Ό λ³΄λ€ νλΉννκΈ° μν΄μλ λ€μκ³Ό κ°μ μ μ μ λ
ν νμκ° μλ€. 첫째, μ΄ μ°κ΅¬λ₯Ό ν΅ν΄ λ°νμ§ λ°μ λ°λΌ ν₯νμλ μ§λ¨μ§μ±μ μμ± λ° μ‘°κ±΄, μ ν λ±μ μ§λ¨λ³λ‘ μ°¨λ³μ μΌλ‘ μ μν ν, μ€νμ μ§ννμ¬ μ°κ΅¬κ²°κ³Όλ₯Ό μμΉνν μ μμ κ²μ΄λ€. λμ§Έ, λ³Έ μ°κ΅¬μ κ²°κ³Όλ₯Ό λ°νμΌλ‘ ν₯νμλ λ λ§μ μμ μ°κ΅¬μ°Έμ¬μλ€μ λμμΌλ‘ μ°κ΅¬λ₯Ό μνν¨μΌλ‘μ¨, μ°κ΅¬κ²°κ³Όλ₯Ό μΌλ°ννμ¬ μ μνλ λμμ, μ§λ¨μ§μ±μ ν λΆμΌμ μ μ©νμ¬ λ³΄λ€ νλμ κ΅μ‘μ ν¨μλ₯Ό μ»μ μ μμ κ²μ΄λ€. μ
μ§Έ, ν₯νμλ μ§λ¨μ§μ±κ³Ό κ΄λ ¨νμ¬ μΈλ¬Έ μ¬ν λ± ν λΆμΌλ₯Ό λμμΌλ‘ νλ μ°κ΅¬λ₯Ό μ§νν¨μΌλ‘μ¨, λΆμΌλ³λ‘ κ³ μ νκ² λνλλ μ§λ¨μ§μ±μ μμμ νμΈνλ μ°κ΅¬κ° νμνλ€.ABSTRACT
An exploration on Property and Condition of Collective Intelligence in College of Engineering
Jeon, Jonghee
Major Advisor: Moon, Yong-Lin Ph.D.
The purpose of this study is to explore the property and condition of Collective Intelligence in college of Engineering. Collective intelligence is a shared or group intelligence that emerges from the collaboration and competition of many individuals and appears in consensus decision making in humans. This study includes graduate school of college of engineering as a typical case structured with collaboration.
This study employs a qualitative method, including semi-structured interviews with questions based on previous research on collective intelligence. The interview method allows the research to explore subjects understandings on the level of collective intelligence in graduate school of college of engineering. Participants were asked to lists of 40 according to their importance, provides participants value priorities based on their experience as graduate school students. The interview was implemented with participants in twice.
I interviewed 11 participants majoring in engineering in graduate school. They were presumed to represent a sample of ordinary engineering students. Their ages ranged from twenties to early thirties. The participants were consisted of various specific majors and it helped that I understood they have different perspectives in collaboration and conflict.
Qualitative analysis of the transcripts revealed that property of collective intelligence: cognitive diversity, cognitive collaboration process, integration, cognitive products based on cognitive collaboration.
Cognitive diversity includes knowledge, experience, and level of career. They perceived that the most important thing is their own individual knowledge in problem solving. Cognitive collaboration process consists of independency, decentralization, integration. It is important to ensure independency for minimizing other members psychological influence.
Decentralization means that members solve given tasks using their own ideas in their own ways. Integration is defined as mechanism to transfer each members individual decision to collective decision. Integration is regarded to be important when converging each persons different opinions for drawing the best results.
The most important thing is that securing of lateral integration in collective decision. Cognitive products were consisted of attainment of common goal, academic and practical contribution, scholarly attainments.
Condition of Collective Intelligence was largely divided into roles of professor and middle leadership in projects. Roles of professor are selecting of meaningful research theme, motivation, specific goal setting, dividing proper roles, continuous checking, professionalism, setting of atmosphere of freedom. And roles of middle leadership are general project management, professionalism, open minds, rational distribution of tasks, motivation, considerate leadership, smoothly interaction.
And also there were three collective intelligence types-individual, team, and fusion-in graduate school of engineering. It was required that common regular meeting as a basic condition for activating collective intelligence in various ways.
The results of the present study show different aspects of collective intelligence in graduate school of engineering when comparing to arts and social science. They show unique perspectives on collective intelligence in engineering.
Findings from the current study indicate that collective intelligence can be producted in various types and ways. And also this study demonstrates that it is possible to attain common goals with showing and developing each members ability in a group at the same time.
In conclusion, collective intelligence can be appeared in several ways. And also it is important to consider a communitys climate, each members characteristics to activate collective intelligence.Docto
Applying Multiple Intelligences Theory into Corporate Situation
λλΆλΆμ κΈ°μ
μ‘°μ§λ€μ μ£Όλ‘ μ‘°μ§κ΅¬μ±μλ€μ΄ κ°μ§ λ₯λ ₯(νΉμ μ μ¬λ₯λ ₯)κ³Ό κ°μ μΈμ μμμ΄ μλ μ‘°μ§μ νμμ μ°μ μμμ μ΄μ μ λ§μΆμ΄ κ°μΈμκ² μΌμ λΆλ°°νλ κ²½ν₯μ΄ μλ€. νμ§λ§ κ°μΈμ΄ λ₯λ ₯κ³Ό μλ, ν₯λ―Έλ₯Ό κ³ λ €νμ¬ λΆμλ₯Ό λ°°μΉνκ³ μ
무λ₯Ό λΆλ΄νλ€λ©΄ κ·Έ μλμ§ ν¨κ³Όλ λ§€μ° ν΄ κ²μ΄λ©°, κΆκ·Ήμ μΌλ‘ κΈ°μ
μ‘°μ§μ μ΄μ€μ°½μΆμλ λμμ΄ λ μ μμ κ²μ΄λ€.
μ΅κ·ΌκΉμ§, μΈκ°μ λ₯λ ₯ κ³λ°μ κ΄ν λ§μ μ°κ΅¬λ€μ μ£Όλ‘ νκ΅λΌλ λ§₯λ½μ μ΄μ μ λ§μΆμ΄ μκ³ , κΈ°μ
μ‘°μ§μ ꡬμ±μμΌλ‘μμ μ±μΈλ€μ λν λ
Όμλ κ±°μ μ§νλμ§ μμμλ€. μ΄λ¬ν μ λ€μ κ³ λ €νμ¬ μ΄μ λ μ°λ¦¬κ° μΌμμν μμμ λ§μ μκ°μ 보λ΄λ μ§μ₯ λ§₯λ½μ λν΄μλ μ’ λ λ§μ κ΄μ¬μ κΈ°μΈμΌ νμκ° μλ€.
λ³Έ μ°κ΅¬λ Gardnerμ λ€μ€μ§λ₯ μ΄λ‘ μ κΈ°μ
μ‘°μ§ λ΄μ μΈμ μμμ κ΄λ¦¬ λ° νμ©κ³Ό κ΄λ ¨λ μλ‘μ΄ ν¨λ¬λ€μμ΄μ νλ‘ μ μνκ³ , λ€μ€μ§λ₯ μ΄λ‘ μ μ μ© νμμ± λ° μ μ©μμ μ΄μ , κ·Έλ¦¬κ³ μ μ© κ°λ₯μ±μ μ΄ν΄λ³΄κ³ , λμμ λ€μ€μ§λ₯ μ΄λ‘ μ μ μ©μμ νκ³ λ±μ κ΄ν΄ μ’
ν©μ μΌλ‘ νμν κ²μ΄λ€.Until recently, previous research on development of human competency has been gone forward focusing on school. But it needs to be adapted to work-related context that we spend most time in our daily lives. Thus, the development of human competency in lifelong learning society needs to expand into work-related context, as well as school context.
After employing, companies tend to distribute their works, focusing on their organizationβs needs and the order of priority in works, not human resources that individuals have, such as preference intelligences. Thus, it is important to examine strengths of Multiple Intelligences(MI) framework to confirm, develop, and apply their membersβ abilities.
Multiple Intelligences(MI) theory has focused on infant, elementary, and secondary school education, so there are little research nor discussion on MI based on adultβs work-related situation. It is possible for whole members to lead fundamental understanding about human abilities and competencies by applying MI theory in a company