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SECIModelACMArticleinteractions20110102-dl.pdf

75

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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