Deconstructing the Value Creation Process

Mupepi, Mambo G.; Motwani, Jaideep

doi:10.4018/ijskd.2015100102

Cited by 12 publications

(1 citation statement)

References 28 publications

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“…In Barrons (1993) organizational communications are viewed as critical to effective learning. In later research, Mupepi, Mupepi & Motwani (2015), posit that the centricity of organizational learning is clear and concise communications. In the Flipped Classroom, there should be an all-around communication among students and the instructor as they share information and experiences.…”

Section: The Impact Of Communicationsmentioning

confidence: 99%

Flipped Instructional Technology

Barrons

2015

International Journal of Strategic Information Technology and Applications

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Most recently, the Flipped Classroom concept has drawn attention by educators as a means of organizational and individual competencies. The goal in the university setting is to improve cognitive practice and increase learning in the value creation process and the zone of proximal development (ZPD) environment. Seeing one experiences this newest pedagogy in “flipped classroom” design, it has changed various educational disciplines in business education due to the increase in the success in learner motivation and comprehension - based on the objectives required for course work. Educational technology has played a key role providing a catalyst in this achievement. For example: The ZPD and experiential learning are applied in the growth of specialist in the field of management information systems (MIS).

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Section: The Impact Of Communicationsmentioning

confidence: 99%

Flipped Instructional Technology

Barrons

2015

International Journal of Strategic Information Technology and Applications

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Engaging the Diversified Workforce Sustaining Productivity

Mupepi¹,

Motwani²,

Ross-Davis³

et al.

Discrimination and Diversity

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The argument presented in this article is that highly productive workplaces can be inclusive, and purposefully built to produce the goods and services demanded by customers. A socio-technical system approach can be inclusive in terms of talent and technology and is subject to deconstruction. The characterization of diversity can be made in at least two ways: based on the attributes possessed by the employees; and racial composition of the workforce. A co-constructed competency model can be applied to understand the nature and description of prevailing cultural conditions to effectively engage people to be more productive. An inclusive circle of deeply involved people can design and support the necessary change and generate the synergy, techniques, and the heuristics, to increase productivity.

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Appreciating Specialization

Mupepi

Boachie-Mensah

2017

Advances in Human Resources Management and Organizational Development

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The central precept of this chapter is to leverage the division of labor to create a talented workforce. The divided labor can be appreciated to acquire the knowledge and skills necessary to develop the talent useful to progress the job. Specialization arises in many situations such as when the experts share their experience, enabling the novice to constantly learn to improve systems thinking and personal mastery. It can also happen as a result of planned on-the-job training. Innovation can happen when individuals segment their knowledge about the job and increase their skillfulness to champion productivity. Technical know-how too can be described as highly structured skill-sets acquired from years of continuous learning and improvement leading to proficiency. Expertise can also refer to innovative and systems thinking, espousing the development of techniques and methods leading to increased productivity. A case study is deployed to understand how competencies were developed and implemented successfully in an enterprise. Appreciative Inquiry change management savoir-faire was deployed to pin-point at what gave life to the business. This information was used to promote the talent needed to boost output in the value creation system.

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Deconstructing the Value Creation Process

Cited by 12 publications

References 28 publications

Flipped Instructional Technology

Flipped Instructional Technology

Engaging the Diversified Workforce Sustaining Productivity

Appreciating Specialization

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