thoughts about an articles ( 10 hrs)
75
m�d��s�h��p���idg��th��g�p���tw������s��vi�g���d���ki�g��sp�ci�����wh���s�st��s�����
i�v��v�d�(�s�i��d�sig�i�g�����i�t���cti��,�s��vic�,���d��v���ti��).�This�������i�t��d�c�s���w�
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Hugh�Dubberly,�Editor�|�[email protected]
on�modeLIng Forum
intr�d�c�ng�the�SECi�m�del
H�gh�D�bberly� Dubberly�Design�Office�|�[email protected]
Shelley�Evens�n�� Microsoft�FUSE�Labs�|�[email protected]
76
on�modeLIngForum
H�w�the�SECi�M�del�Maps�t��the�
Analys�s-Synthes�s�Br�dge�M�del
Tacit
1.
2.
3.
4.
Socialization Empathizing
Sharing�and�creating�tacit� knowledge�through�direct� experience
Walking�around�inside�the�
company
Walking�around�outside�the�
company
Accumulating�tacit�knowledge
Transferring�tacit�knowledge
10.
11.
Internalization Embodying
Learning�and�acquiring�new� tacit�knowledge�in�practice
Embodying�explicit�knowledge
through�action�and�practice
Using�simulation�and�experiments
7.
8.
9.
Combination Connecting
Systemizing�and�applying� explicit�knowledge�and� information
Gathering�and�integrating
explicit�knowledge
Transferring�and�diffusing
explicit�knowledge
Editing�explicit�knowledge
5.
6.
Externalization Articulating
Articulating�tacit�knowledge� through�dialogue�and� reflection
Articulating�tacit�knowledge
Translating�tacit�knowledge
��SECI�Spiral�
Model�of�
Knowledge�
Creation
77
on�modeLIng Forum
Abstract
Researching Prototyping
Existing���Implicit (Current)
Preferred���Explicit (Future)
suggest
Concrete
What��is�
Model�of� what
�could�be�
Model�of what��is�
What� �could�be�
��Analysis-Synthesis�Bridge�Model
78
on�modeLIngForum
C�ncl�s��n
1
4
2
3
vs
2
1
3
4
32
41
32
41
Model�of is�
Socialize
Is Internalize
Model�of Prototype
Externalize
Prototype Combine
Bridge�Model SECI�Model
Now
Externalize
Socialize
Future
Combine
Internalize
��Rotating�the�SECI�model�90�
degrees�counter-clockwise�
aligns�it�with�the�bridge�model�
so�that�they�both��begin��in�the�
lower�left�corner.
��By�rotating�the�SECI�model,�we�
can�see�socialize�and�externalize�
tend�to�look�backward�at�more�
known�situations,�and�combine�
and�internalize�tend�to�look�for-
ward�to�less�known�situations.
��The�bridge�model�is�a�specific�
instance�of�the�SECI�model.
79
on�modeLIng Forum
ENDNoTES
[1]�Rawsthorn,�A.�Putting�new�tools�in�students�� hands.�The�New�York�Times.�Aug.�22,�2010;�http:// www.nytimes.com/2010/08/23/arts/23iht-design23. html?scp=5&sq=teaching%20students%20 social%20networking&st=cse
[2]�Manhães�is�a�student�at�the�Knowledge� Engineering�and�Management�Post-Graduate� Program�at�the�Brazilian�Federal�University�of�Santa� Catarina�(UFSC).�
[3]�Manhães,�M.,�Varvakis,�G.,�Vanzin,�and�T.� Designing�services�as�a�knowledge�creation�pro- cess:�Integrating�the�double�diamond�process�and� the�SECI�spiral.�Touchpoint�2,�2�(2010).
[4]�Dubberly,�H.,�Evenson,�S.�and�Robinson,�R.�The�
Analysis-Synthesis�Bridge�Model.�interactions�25,� 2�(2008).
[5]�Nonaka�is�Professor�Emeritus�at�Hitotsubashi� University�Graduate�School�of�International� Corporate�Strategy�(ICS)�in�Tokyo.
[6]�Rittel,�H.�Issues�as�elements�of�information� systems.�Working�Paper�No.�131,�Berkeley�Institute� of�Urban�and�Regional�Development,�University�of� California,�1970.
[7]�Nonaka,�I.�and�Takeuchi,�H.�The�Knowledge� Creating�Company:�How�Japanese�Companies�� Create�the�Dynamics�of�Innovation.�Oxford�University� Press,�New�York,�1995.
[8]�Nonaka,�I.�and�Toyama,�R.�The�Knowledge- creating�Theory�Revisited:�Knowledge�creation�as� a�synthesizing�process.�Knowledge�Management� Research�and�Practice�1,�1�(2003),�2-10.�doi:� 10.1057/palgrave.kmrp.8500001
[9]�Michael�Polanyi�proposed�the�distinction� between�tacit�and�explicit�knowledge�in�1966.
[10]�Personal�correspondence�from�the�author�to� Mauricio�Manhães,�August,�2010.
[11]�Esmonde,�P.�Notes�on�the�Role�of�Leadership� and�Language�in�Regenerating�Organizations.�Sun� Microsystems,�Menlo�Park,�CA,�2002.
About�the�Authors�
Hugh�Dubberly�manages�a�
consultancy�focused�on�mak-
ing�services�and�software�easi-
er�to�use�through�interaction�
design�and�information�design.�
As�vice�president�he�was�responsible�for�design�
and�production�of�Netscape�s�Web�services.�He�
spent�10�years�at�Apple,�where�he�managed�
graphic�design�and�corporate�identity�and�co-
created�the�Knowledge�Navigator�series�of�vid-
eos.�Dubberly�also�founded�an�interactive�
media�department�at�Art�Center�and�has�taught�
at�CMU,�IIT/ID,�San�Jose�State,�and�Stanford.
Shelley�Evenson�is�a�design�
manager�at�Microsoft�leading�a�
team�that�explores�real-time�
communication�products�that�
engage�and�connect�people�in�
new�ways�to�help�them�commu-
nicate�and�collaborate.�Before�Microsoft�she�
was�an�associate�professor�teaching�interaction�
design�at�Carnegie�Mellon�University.�Evenson�
taught�courses�in�designing�conceptual�mod-
els,�interaction,�and�service�design,�and�collab-
orated�in�projects�with�colleagues�from�the�
Tepper�School�of�Business�and�the�Human�
Computer�Interaction�Institute.�She�jump-start-
ed�the�study�of�service�design�in�the�U.S.�
designing�courses,�energizing�students,�and�
hosting�the�first�international�conference�on�ser-
vice�design.�Evenson�has�also�worked�for�more�
than�25�years�in�multidisciplinary�consulting�
practices�on�a�wide�variety�of�design�and�devel-
opment�projects.�
Doi:�10.114 5/18 9723 9.18 9725 6 ��2 011�ACM�1072-52 20/11/010 0�$10.0 0
Abstract
Real
DeliveryResearch
Analysis Synthesis
Frame�insight ���Aha�
Explore�concepts ���Eureka�
Make�plans
Hypothesis ?
Implement !
Know�context
Know�user
Realize�offerings -Prototype -Pilot -Launch
��Innovation�Model,�Vijay�Kumar