Space meets knowledge The impact of workplace design On knowledge sharing  The WritePass Journal

Space meets knowledge The impact of workplace design On knowledge sharing ï » ¿ Abstract Space meets knowledge The impact of workplace design On knowledge sharing ï » ¿ ). International companies are recognizing this same value of face to face interaction as the social interaction between management sections, benefits production and development levels world-wide (Noorderhaven and Harzing 2009). In their discussion of social capital, Cohen and Prusak (2001) emphasise the importance of the physical workplace for the exchanging of knowledge, specifically the distribution of ideas amongst individuals in a situation where they could not assume that others knew what they were required to know. Becker (2004) hypothesises that the choices an organisation makes about how space is allocated and designed directly and indirectly shapes the infrastructure of knowledge networks – the dense and richly veined social systems that help people learn faster and engage more deeply in the work of the organisation. This corresponds with the Dakir (2012) argument that technology is no substitute for live interaction among the members of the organization. Davenport et al (2002) undertook a study among 41 firms that were implementing initiatives to advance the performance of high-end knowledge workers who were regarded as critical to the company’s aims. They focused upon determining th e elements that affected the knowledge work performance. Surprisingly, the issue that was most frequently dealt with by these firms involved the physical workplace – â€Å"the other common ones were information technology and management† (Davenport 2005, p. 166). Davenport (2005) emphasises that the recognition of the importance of knowledge work has grown in recent years, but that our understanding of the physical conditions in which knowledge can flourish has failed to keep pace. The inclusion of emerging communication technology has been argued to provide a better opportunity for employee interaction (Rhoads 2010). This same element of improved long distance communication is credited with diminishing the valued impromptu inspiration that many firms rely on during day to day operations (Denstadli, Gripsrud, Hjortahol and Julsrud 2013). According to Davenport et al (2002) workplace design should be seen as a key determinant of knowledge-worker performance, while we largely remain in the dark about how to align ‘space’ to the demands of knowledge work. Davenport (2005) emphasises the point that â€Å"there is a good deal said about the topic, but not much known about it† (p. 165). Most of the decisions concerning the clima te in which work takes place have been created without consideration for performance factors. This fact continues to diminish opportunities for in-house knowledge sharing and effective dissemination of intelligence (Denstadli et al 2013). Becker (2004) points out that the cultivation of knowledge networks underpins the continuing debate about office design, and the relative virtue of open versus closed space. Duffy (2000) confirms these views when he admits that early twenty-first-century architects â€Å"currently know as little about how workplaces shapes business performance as early nineteenth-century physicians knew how diseases were transmitted before the science of epidemiology was established† (p. 371). This makes every emerging decision regarding effective knowledge sharing critical to the development of any organisation. Deprez and Tissen (2009) illustrate the strength of the knowledge sharing process using Google’s approach:   Ã¢â‚¬Å"one company that is fully aware of its ‘spatial’ capabilities†. The spatial arrangements at Google’s offices can serve as a useful example of how design can have a bearing on improving the exchange of knowledge in ways that also add value to the company. The Zurich ‘Google engineering’ office is the company’s newest and largest research and development facility besides Mountain View, California. In this facility, Deprez and Tissen (2009) report: â€Å"Google has created workspaces where people literally ‘slide into space’ (i.e. the restaurant). Its really true: Google Is different. It’s in the design; it’s in the air and in the spirit of the ‘place’. It’s almost organizing without management. A workplace becomes a ‘workspace’, mobilizing the collective Goo gle minds and link them to their fellow ‘Zooglers’ inside the Zurich office and to access all the outside/external knowledge to be captured by the All Mighty Google organisation† (2009, p. 37). What works for one organisation may not work for another and this appears to be the case in particular when it comes to Google (Deprez et al 2009). Yet, some valuable lessons in how the workplace can be used to good effect can be gained from Google’s operations. For this precise reason, research was carried out at Google Zurich to provide both theoretical and managerial insights into the impact of the design and use of the physical workplace on knowledge sharing (Ibid). Studies comparing the performance of virtual and co-located teams found that virtual teams tend to be more task oriented and exchange less social information than co located ones (Walther Burgoon 1992; Chidambaram 1996). The researchers suggest this would slow the development of relationships and strong relational links have been shown to enhance creativity and motivation. Other studies conclude that face-to-face team meetings are usually more effective and satisfying than virtual ones, but nevertheless virtual teams can be as effective if given sufficient time to develop strong group relationships (Chidambaram 1996). This research implies the importance of facilitating social interaction in the workplace, and between team members (virtual and co-located) when the team is initially forming. Hua (2010) proposes that repeated encounters, even without conversation, help to promote the awareness of co-workers and to foster office relationships. McGrath (1990) recommends that in the abse nce of the ability to have an initial face-to-face meeting other avenues for building strong relationships are advised to ensure the cohesiveness and effectiveness of the team’s interaction. So although interaction alone is not a sufficient condition for successful collaboration, it does indirectly support collaboration. Nova (2005) points out that physical proximity allow the use of non verbal communication including: different paralinguistic and non-verbal signs, precise timing of cues, coordination of turn-taking or the repair of misunderstandings. Psychologists note that deictic references are used in face-to-face meetings on a regular basis, which refers to pointing, looking, touching or gesturing to indicate a nearby object mentioned in conversation (Ibid). Newlands et al (2002) analysed interactions of two groups performing a joint task in either face-to-face or a video conference system. They found that deictic hand gesture occurred five times more frequently in the face-to-face condition the virtual interaction. More recent research has found that extroverts gesticulate for longer and more often in meetings than introverts (Jonnson 2006). Barbour and Koneya (1976) famously claimed that 55 per cent of communication is non-verbal communication, 38 per cent is done by tone of voice, and only 7 per cent is related to the words and content. Clearly non-verbal communication is a key component of interaction and virtual interaction systems need to replicate this basic need, especially in the early stages of team forming or when the team consists of a high proportion of extroverts. The physical co-location of teams also facilitates collaboration (Ibid). A seminal piece of research carried out by Allen (1977) demonstrated that the probability of two people communicating in an organisation is inversely proportional to the distance separating them, and it is close to zero after 30 metres of physical separation. Furthermore, proximity helps maintain task and group awareness, because when co-located it is easier to gather and update information about the task performed by team members (Dakir 2012). A recent survey of workers at highly collaborative companies found that most â€Å"collaborative events† are short (with 34% lasting fewer than 15 minutes) and the majority take place at the desk (Green 2012). It is likely that these impromptu interactions relate to sharing information (perhaps on the PC) or answering queries rather than lengthy intense discussion and development of joint ideas. Interactions at desks may facilitate tacit knowledge sharing by overhearing relevant conversations between team members, but such interactions can also be considered a distraction if not relevant (Denstadli et al 2013). Methodology There are two acknowledged methodological approaches: quantitative and qualitative (Creswell 2005). The quantitative method involves identifying variables in a research question which are then utilized in order to collate numerical data (Ibid).   The qualitative research is open to interpretation allowing personal answers to be incorporated into the study (Creswell 2005). The researcher considered both options in order to complete the necessary goals. Types of Data There are two forms of data: primary, or newly generated data, or secondary, previous data generated within existing studies (Creswell 2005). This study required the acquisition of primary data creating the need for relevant instruments. A survey with 5 open-ended questions has been created and subsequently conducted with centred on 548 employees working at Google Zurich.   This was done in order to explore the perceptions of Google employees with regard to the environment in which they work with a focus on factors that affect knowledge sharing in the work environment. Methods of Data Collection The qualitative data analysis employed a Content Analysis technique to reveal participant perceptions of their work environment. The survey questions were designed to explore employee perceptions regarding the following dimensions: 1) Activities that allow for increased exchange of knowledge; 2) Advantages of frequent interaction with colleagues; 3) Individuals or groups dependent on the frequent interaction with co-workers or  Ã‚   group members; 4) Factors that facilitate interaction within the workplace 5) Factors that inhibit interaction with others in the workplace. Survey participants responded to five open-ended questions and rated their answers using a five-point Likert scale where 5 was ‘most important’. Using a Content Analysis approach (Creswell 2005; Leedy and Ormrod 2005; Neuendorf 2002), the interview responses were analysed. Content Analysis is a qualitative data reduction method that generates categories from key words and phrases in the interview text; it is an evidence-based process in which data gathered through an exploratory approach is systematically analysed to produce predictive or inferential intent (Creswell 2005). Content Analysis was used to identify themes or common concepts in participants’ perceptions regarding the culturally and environmentally distinctive factors that affect interaction in the workplace (Neuendorf, 2002). This process permitted the investigator to quantify and analyse data so that inferences could be drawn. The Content Analysis of survey interview text was categorically coded to reflect various levels of analysis, including key components, words, sentences, or themes (Neuendorf 2002). These themes or key components were then examined using relational analysis to determine whether there were any relationships between the responses of the subjects. The analysis was conducted with Nvivo8 ® software which enables sorting, categorising, and frequency counts of invariant constituents (relevant responses). Content Analysis was used to critically evaluate the survey responses of the study participants, providing in-depth information regarding the factors related to workplace interaction. Sample Respondent Characteristics The invited population consisted of 675 individuals and a total of 548 individuals participated in the survey resulting in a response rate of 81 per cent. Of these 548 completed surveys, 35 responses were discarded because the respondents only partially completed the survey. The final sample consisted of 513 respondents. The key characteristics of these respondents are summarized in Table 4-1. Table 4-1 Sample Respondent Characteristics Factor Description Frequency Education High School Bachelor Degree Certificate Degree Master Degree PhD Degree Other: 15 118 19 231 121 9 Tenure 2 years 2-5 years 5 years 153 331 29 Time Building Use 1 year 1 year 2 years 2 years 140 102 271 0 Time Desk Use 3 months 3-6 months 7-12 months 12 months 143 159 126 85 Age 20 years 21-30 years 31-40 years 41-50 years 50 years 0 216 255 35 7 Gender Male Female 428 85 Mobilty Zurich Office Other Google Office Home Office Travelling Other 88.9% 3.9% 3.9% 2.7% 0.5% Position Engineering Sales and Marketing GandA Other: 428 12 14 59 Nationality Germany Switzerland United States France Poland United Kingdom Romania Hungary Netherlands Sweden Spain Australia Russian Federation 10 respondents 73 62 35 33 28 27 24 23 17 16 14 13 12 136    Survey Findings In order to provide an audit trail of participant responses to the thematic categories that emerged from the data analysis, discussion of the findings precedes the tables of data, within a framework consisting of the five survey questions. An overall summary is provided at the conclusion of the discussion of findings. During the analysis of data, common invariant constituents (relevant responses) were categorically coded and associated frequencies were documented. Frequency data included overall frequency of occurrence as well as frequencies based on rating level (5 = most important to 1 = least important). Invariant constituents with a frequency of less than 10 were not included in the tables. Study conclusions were developed through an examination of the high frequency and highly rated invariant constituents in conjunction with the revealed thematic categories. Question 1: Main Activities that Allow Exchange of Knowledge Table 4-2 provides high frequency invariant constituents (relevant responses) by survey participants demonstrating themes within the data for Question 1. Thematically, the analysis revealed the following primary perceptions of participants in terms of main activities that allow knowledge exchange: (a) meetings of all types; (b) whiteboard area discussions; (c) video conferencing; (d) email, and (e) code reviews. These elements demonstrated a high frequency of importance ratings, and a moderate percentage of respondents rated these elements as ‘most important’ (rating 5). Other themes revealed through the analysis included the importance of writing and reading documentation, Instant Messaging (IM) text chat, Internet Relay Chat (IRC), and extracurricular/social activities. All other invariant constituents with a frequency of greater than 10 are shown in Table 4-2. Table 4-2 Data Analysis Results for Question 1: Main Activities Allowing for Exchange of Knowledge Invariant Constituent Overall number (Frequency) By Rating 5=Most important n=513 5 4 3 2 1 Informal discussion/face to face mtgs/stand ups 351 149 77 60 33 32 Formal planned meetings/conference room mtgs 218 40 61 56 38 23 Email 207 74 74 32 21 6 Lunches/Dinners 64 9 10 15 18 12 Whiteboard area discussions/brainstorming 58 22 13 10 9 4 Video Conferencing (VC) 58 4 16 20 14 4 Code Reviews 51 5 16 20 4 6 Writing/Reading Documentation 47 6 8 13 16 4 IM/Text Chat/IRC 46 10 16 10 7 3 â€Å"Extracurricular Activities† (e.g., pool, socializing, Friday office drinks, etc.) 45 2 2 15 10 16 Writing/Reading docs specifically wiki pages/sites 34 2 10 6 9 7 Chat (unspecified in person vs. text) 33 8 7 8 7 3 Techtalks 27 4 5 6 7 5 Training/presentations 23 1 3 3 10 6 Mailing lists 21 10 2 5 2 2 Shared docs/doc collaboration 17 0 3 5 5 4 Read/write design docs specifically 12 0 2 5 0 5 Telephone/phone conversations 12 0 3 2 4 3 Question 2: Main Advantages of Frequent Interaction with Colleagues Table 4-3 provides high frequency invariant constituents (relevant responses) by survey participants demonstrating themes within the data for Question 2. Thematically, the analysis revealed the following elements representing the primary perceptions of participants in terms of the main advantages to frequent interaction with colleagues: (a) knowledge and information exchange and transfer; (b) staying current on projects and processes; (c) social interaction; (d) learning from others; (e) faster problem resolution; (f) efficient collaboration; and (g) continuous and early feedback. The following themes received a high frequency of importance ratings and a large percentage of ‘most important’ and ‘important’ ratings (rating 5 and 4, respectively) included: knowledge sharing, staying in touch and up to date, learning from others, faster resolution/problem solving, better collaboration, and feedback. Although socialising was revealed to be a strong overall theme , it also demonstrated lower importance ratings. Other themes revealed through the analysis are provided in Table 4-3. Table 4-3 Data Analysis Results for Question 2: Main Advantages of Frequent Interaction Invariant Constituent Overall number (Frequency) By Rating 5=Most important n=513 5 4 3 2 1 Knowledge sharing/exchange of information/Knowledge transfer 149 75 39 19 12 4 Staying in touch/up to date/ more info on projects and processes 113 58 28 17 8 2 Socializing/social interaction 74 5 10 35 18 6 Learning/learning from others/learning new things/increased knowledge base 72 17 28 14 8 5 Understand problems/needs – faster resolution and quicker problem solving 70 25 24 11 4 6 Better/more efficient collaboration 67 42 8 9 5 3 Feedback/continuous feedback/early feedback 66 17 29 8 9 3 New and better ideas/flow of ideas/creativity/ brainstorming 65 25 15 14 7 4 Teamwork/being part of a team/teambuilding 51 10 12 18 9 2 Get work done/efficiency/speed 46 26 13 2 4 1 Fun 44 2 11 15 11 5 Better understanding of what others are doing and how/workloads 44 15 17 10 0 2 Everyone on same page/shared vision/focus on goals of team 32 10 9 6 5 2 Better personal contact and easy interaction 27 5 6 11 2 3 Avoid misunderstanding/work duplication 27 8 10 4 4 1 Helping others/getting help (when stuck) 26 3 9 10 3 1 Good/happy atmosphere/work environment 24 1 2 8 5 8 Networking 22 1 9 6 2 4 Motivate each other/inspiration 21 5 1 5 8 2 Other/new perspectives/viewpoints 18 2 10 3 1 2 Improving quality of work/performance 16 1 5 9 1 0 Work synchronization 16 2 8 1 4 1 Productivity 12 3 1 4 3 1 Knowing latest news/innovations 12 0 3 2 1 6 Better communication 10 1 1 5 2 1 Question 3: Individuals or Groups that are Dependent on Frequent Interaction Table 4-4 provides high frequency invariant constituents (relevant responses) given by survey participants demonstrating themes within the data for Question 3. Thematically, the analysis revealed the following elements representing the primary perceptions of participants in terms of individuals or groups that are dependent on frequent interaction of the participant: (a) my team/project teammates/peers; and (b) managers. The first theme demonstrated a high frequency of importance ratings with a moderate percentage of ‘most important’ and ‘important’ ratings (rating 5 and 4, respectively). Although the theme of managers was revealed to be a relatively strong overall theme, it also demonstrated lower importance ratings. Other themes revealed through the analysis are shown in Table 4-4. Table 4-4 Data Analysis Results for Question 3: Individual/groups dependent on frequent interaction of participant Invariant Constituent Overall number (Frequency) By Rating 5=Most important n=513 5 4 3 2 1 My team/project teammates/peers 128 87 19 14 3 5 Managers/PMs 48 4 24 11 6 3 Users/customers/clients 35 7 12 10 4 2 All reports/related teams 34 7 17 4 4 2 Engineering teams (various) 28 18 8 2 0 0 Recruiting team/staffing 17 5 3 6 3 0 Geo Teams 15 7 6 2 0 0 Operations teams 14 2 3 5 2 2 All of them 11 9 1 0 1 0 HQ 11 3 3 1 2 2 Other engineers using my project/peer developers of my tool 10 1 5 3 1 0 Question 4: Factors Facilitating Easy Interaction Table 4-5 provides high frequency invariant constituents (relevant responses) by survey participants demonstrating themes within the data for Question 4. Thematically, the analysis revealed the following elements representing the primary perceptions of participants about factors that facilitate easy interaction: (a) common, proximal, and open workspace areas; (b) common functional areas; (c) sufficient and available meeting facilities; (d) excellent communication tools; and (e) video conference facilities. The theme of open and common workspace areas/shared office space demonstrated a high frequency of importance ratings with a very large percentage of ‘most important’ ratings (rating 5). Other revealed themes, particularly the second listed theme, demonstrated relatively high overall frequency, but these themes did not demonstrate the strength of importance that the first theme did. Other themes and invariant constituents revealed through the analysis are shown in Table 4-5. Table 4-5 Data Analysis Results for Question 4: Factors Facilitating Easy Interaction Invariant Constituent Overall number (Frequency) By Rating 5=Most important n=513 5 4 3 2 1 Open and Common workspace areas/shared office space/desk locations/sitting together 175 103 34 25 9 4 Common shared Areas (e.g., Kitchen, play/game rooms, lounges, library, etc.) 173 40 66 42 17 8 Enough facilities for meetings/availability of meeting and conference areas 90 19 27 30 12 2 Great communication tools (email, VC, chats, dist. Lists, online docs, wireless, VPN, mobile†¦) 80 11 30 14 18 7 Video Conference meeting rooms/facilities 78 19 25 18 12 4 Onsite lunch/dinner/common dining area (free food and eating together) 50 7 15 11 13 4 Whiteboard areas for informal meetings 43 10 18 7 7 1 Corporate culture/open culture/ open communication culture 43 18 11 9 3 2 Email 42 11 13 9 5 4 Casual and social environment/open atmosphere 36 19 5 9 2 1 People: easy going, friendly, smart, knowledgeable, willing to help 35 14 9 3 3 6 Social Events 28 3 6 5 7 7 Company calendar/planned ops for meeting/ scheduled meetings 19 3 7 6 2 1 Geographic co-location/same time zone 13 7 4 2 0 0 Travel/trips to other offices 12 1 2 1 3 5 Chat (non-specific text or in person) 11 2 4 3 0 2 IM/internet chat 10 5 1 1 1 2 MOMA/social networking/wiki pages/company docs 10 1 0 3 4 2 Question 5: Factors Inhibiting Interaction with Others Table 4-6 provides high frequency invariant constituents (relevant responses) by survey participants demonstrating themes within the data for Question 5. Thematically, the analysis revealed a single strong element and several elements with less relevance as inhibiting factors. The physical geographic differences – specifically the time zone differences – were noted by a majority of participants as the most important element that inhibited interaction with others. Study participants perceived their overscheduled and busy work lives, noise levels in their workspaces, and shared work environments to be contributing inhibitory factors with regard to interaction with others. These elements also demonstrated high frequencies of importance ratings with a moderate percentage of ‘most important’ ratings (rating 5). Other themes revealed through the analysis are shown in Table 4-6. Table 4-6 Data Analysis Results for Question 5: Factors Inhibiting Interaction with Others Invariant Constituent Overall number (Frequency) By Rating 5=Most important n=513 5 4 3 2 1 Physical Geographic distance/ timezone differences 164 115 36 9 3 1 Very busy/Overscheduled people/ overbooked calendars/ too many meetings 45 17 16 10 2 0 Crowded/noisy environment/ noise in shared space 33 19 6 4 4 0 Defective VCs/ VC suboptimal/ VC equipment not working 25 9 7 7 2 0 No meeting rooms available 22 8 6 6 2 0 Too few VC rooms in some locations / lack of available VC rooms 19 4 9 5 0 1 Open Space: no privacy, interruptions/ disruptions 19 5 8 3 2 1 Information overload/ too much email 15 6 2 6 1 0 Large office building/building size and layout/ too many people, difficult to find people 15 11 4 0 0 0 Team split between multiple sites or large distance between team members in same bldg 15 4 5 4 2 0 Need more whiteboards/lack of informal areas with whiteboards 11 3 5 2 1 0 Language barrier: lack of correct English/not knowing colloquial lang. or nuances 11 5 1 3 1 1 Lack of time/deadlines 11 5 2 1 2 1 Different working hours within same time zone 10 5 3 2 0 0 Discussion Both the literature and the survey have illuminated interesting facets of the work environment and the need for personal communication. The analysis of the 513 participants’ responses to five open-ended questions from the employee perception survey revealed patterns of facilitating and inhibiting factors in their work environment. Nonaka (2011) clearly illustrates this point with the argument that the communal environment promotes a standard of communication not found in the technological alternatives. Further, the shift away from the organization to the person orientation provides a fundamental benefit to every employee (Becker 2004). With a rising recognition of individual value, the organisation is building employee trust. Participants in this study preferred frequent, informal opportunities for the exchange of knowledge. The opportunity for growth was centred on the capacity to exchange concepts in a free and easy manner (Nonaka 2011). The evidence presented in this study demonstrates that these opportunities were more valued by team members with high knowledge exchange needs. This is line with the increased depth of knowledge and ability to meet technical needs through employee communication (Tallman et al 2010). A combination of professional advice can benefit the entire production and development process. In this study, transactions among participants were often brief, and were perceived to require limited space – often just stand-up space – with noise-regulating options not found in open-office environments. Dakir (2012) demonstrates the environment has the potential to add to or detract from employee communication, making this factor a critical consideration. Spontaneous and opportunistic knowledge-sharing transactions were valued, and technology provided a platform for this type of knowledge exchange to occur. This evidence from the survey corresponds with the literature illustrating that increased communication and sharing in the workplace enhances the entire operation, as well as providing new and fresh opportunities and innovations (Tallman et al 2010). The research at Google provides further support for the view of some leading companies who strongly believe that having workers in the same place is crucial to their success (Noorderhaven et al 2009). Yahoo’s CEO Marissa Mayer communicated via a memo to employees that June 2013, any existing work-from-home arrangements will no longer apply. Initial studies theorized that the work at home system would provide a better platform for workers, even on a local level (Dakir 2012).   Many points of the memo cited in this Yahoo example, parallel the literature presented in this study. Her memo stated (Moyer 2013): â€Å"To become the absolute best place to work, communication and collaboration will be important, so we need to be working side-by-side.† This is clearly in line with the Coehen and Prusak (2001) assertion that the physical workplace is a critical element of the dynamic business.   â€Å"That is why it is critical that we are all present in our offices. Some of the best decisions and insights come from hallway and cafeteria discussions, meeting new people, and impromptu team meetings.† This element of the her reasoning is nearly identical to the argument presented by Dakir (2012), that a successful company do so, in part, by promoting communication and teamwork in the office, the technical alternatives are not enough. â€Å"Speed and quality are often sacrificed when we work from home. We need to be one Yahoo!, and that starts with physically being together†¦.Being a Yahoo isnt just about your day-to-day job, it is about the interactions and experiences that are only possible in our offices† (Moyer 2013). This section is directly in line with emerging studies citing the vital nature of the interaction and face to face employee contact (Heerwagen et al. 2004). This study has clearly demonstrated that Mayer is not alone in her thinking; Steve Jobs operated in a similar fashion as well (Davenport et al 2002). Despite being a denizen of the digital world, or maybe because he knew all too well its isolating potential, Jobs was a strong believer in face-to-face meetings. â€Å"There’s a temptation in our networked age to think that ideas can be developed by email and iChat,† he said. â€Å"That’s crazy. Creativity comes from spontaneous meetings, from random discussions. You run into someone, you ask what they’re doing, you say ‘Wow,’ and soon you’re cooking up all sorts of ideas† (Isaacson, 2011, p. 431). This assertion by Jobs closely resembles the argument presented in the Rhoads (2010) study that found a clear correlation between the communication capacity and opportunity for successful innovation and progress. Following this philosophy led Jobs to have the Pixar building designed to pr omote encounters and unplanned collaborations.   Ã‚  Mayers former colleague at Google agrees (Ibid). Speaking at an event in Sydney February 2013, Google CFO Patrick Pichette said that teleworking is not encouraged at Google. This reflects the consensus that is emerging that time in the office is not only valuable but necessary to sustained competition in the industry (Denstadli et al 2013). Pichette believes that working from home could isolate employees from other staff. Companies like Apple, Yahoo! and Google are holding on to (or have started embracing) the belief that having workers in the same place is crucial to their success (Dakir 2012). This appears to be based on the view that physical proximity can lead to casual exchanges, which in turn can lead to breakthroughs for products. Heerwagen et al (2004) illustrates that it is evident that â€Å"knowledge work is a highly cognitive and social activity†.   Non-verbal communication is complex and involves many unconscious mechanisms e.g. gesture, body language, posture, facial expression, eye contact, pheromones, proxemics, chronemics, haptics, and paralanguage (Denstadli et al 2013). So, although virtual interaction can be valuable it is not a replacement for face-to-face interaction, particularly for initial meetings of individuals or teams. Furthermore, the increase in remote working has indicated that face-to-face interaction is important for motivation, team-building, mentoring, a se nse of belonging and loyalty, arguably more so than in place-centred workgroups (Deprez and Tissen 2009). Conclusion The role of knowledge management in the workplace has become an increasingly valuable segment of a company’s resources.   This study examined the practice of working remotely versus employee interaction in the work place providing many illuminating developments. Despite the early optimism that emerging technology was going to provide the end all to employee work habits have proven less than fully realized. The evidence in this study has continuously illustrated an environment that requires the innovative, face to face interaction in order to maintain a competitive edge in the industry.   Further, the very environment that promotes this free exchange of ideals is not adequately substituted by technology.   In short, the evidence provided in this study has clearly demonstrated the advantage that the in house employee has over the remote worker. The impromptu encounters between employees are very often the elements needed for progress. What is clear is that in order for a business to capitalize on their full range of available resources virtually requires, face to face personal interaction in order to fully realize the firms full potential.   In the end, it will be the combination of leadership, teamwork and innovation that provides business with the best environment, not necessarily how much technology is available. References Dalkir, K. 2005.  Knowledge management in theory and practice. Amsterdam: Elsevier/Butterworth Heinemann. Denstadli, J., Gripsrud, M., Hjorthol, R. and Julsrud, T. 2013. Videoconferencing and business air travel: Do new technologies produce new interaction patterns?.  Transportation Research Part C: Emerging Technologies, 29 pp. 113. Nonaka, I. and Takeuchi, H. 2011. The wise leader.  Harvard Business Review, 89 (5), pp. 5867. Noorderhaven, N. and Harzing, A. 2009. Knowledge-sharing and social interaction within MNEs.Journal of International Business Studies, 40 (5), pp. 719741. Rhoads, M. 2010. Face-to-Face and Computer-Mediated Communication: What Does Theory Tell Us and What Have We Learned so Far?.  Journal of Planning Literature, 25 (2), pp. 111122. Tallman, S. and Chacar, A. 2011. Knowledge Accumulation and Dissemination in MNEs: A Practice-Based Framework.  Journal of Management Studies, 48 (2), pp. 278304.

The Countries Involved in World War I

The Countries Involved in World War I The relevance of world in the term World War I  is often difficult to see, because books, articles, and documentaries generally concentrate on Europe and America; even the Middle East and Anzac forces (Australian and New Zealand) are often glossed over. The use of world isnt, as non-Europeans might suspect, the result of self-important bias toward the West, because a full list of the countries involved in WWI reveals a picture of global activity. Between 1914 and 1918, more than 100 countries from Africa, the Americas, Asia, Australasia,  and Europe were part of the conflict. Key Takeaways: Countries Involved in World War I Although most of the battles of World War I occurred in western Europe, many other countries were involved in the events.  Some, like Canada and the U.S., declared war, sent troops, and manufactured armaments.Other countries kept prisoner of war camps or sent infrastructure workers.  Many countries in Africa and Asia were colonies of the large empires and were coerced to help with the war effort.   How Involved Were Countries? The levels of  involvement differed hugely. Some countries mobilized millions of troops and fought hard for more than four years; some were used as reservoirs of goods and manpower by their colonial rulers, while others simply declared war later on and contributed only moral support. Many were drawn in by colonial links: When Britain, France, and Germany declared war, they also committed their empires, involving most of Africa, India, and Australasia, while the 1917 entry of the U.S. prompted much of central America to follow. Consequently, the countries in the following list didnt necessarily send troops, and few saw fighting on their own soil; they either declared war or were considered involved in the conflict, such as being invaded before they could declare anything. Its important to remember, though, that the effects of WWI went beyond this global list. Even countries that remained neutral felt the economic and political effects of a conflict that shattered the established global order. Africa In 1914, 90 percent of the continent of Africa were colonies of the European powers, with only Liberia and Ethiopia retaining independence, and so much of Africas participation was enforced or conscripted. All told, about two million Africans served as soldiers or laborers, and half that total was coercively recruited as carriers or other workers, used to build transportation and other infrastructure projects or perform auxiliary services. The only regions to remain neutral in Africa were Ethiopia and the four small Spanish colonies of Rio de Oro (Spanish Sahara), Rio Muni, Ifni, and Spanish Morocco. Colonies in Africa that were involved in some manner included: AlgeriaAngolaAnglo-Egyptian SudanBasutolandBechuanalandBelgian CongoBritish East Africa (Kenya)British Gold CoastBritish SomalilandCameroonCabindaEgyptEritreaFrench Equatorial AfricaGabonMiddle CongoUbangi-SchariFrench SomalilandFrench West AfricaDahomeyGuineaIvory CoastMauretaniaSenegalUpper Senegal and NigerThe GambiaGerman East AfricaItalian SomalilandLiberiaMadagascarMoroccoPortuguese East Africa (Mozambique)NigeriaNorthern RhodesiaNyasalandSierra LeoneSouth AfricaSouth West Africa (Namibia)Southern RhodesiaTogolandTripoliTunisiaUganda and Zanzibar Americas When they finally joined the war effort in 1917, the United States sent four million men to the Allies. As a dominion of the United Kingdom, Canada sent 400,000 enlisted men, and, like the United States, manufactured armaments, aircraft, and ships. Latin American governments seesawed between neutrality and entry into the war, and Brazil was the only independent South American country to declare war in WWI; it joined the Entente countries- Great Britain, France, and Russia- against Germany and Austria-Hungary in 1917. Other South American nations severed their relations with Germany but did not declare war: Bolivia, Ecuador, Peru, and Uruguay, all in 1917. BahamasBarbadosBrazilBritish GuianaBritish HondurasCanadaCosta RicaCubaFalkland IslandsFrench GuianaGrenadaGuatemalaHaitiHondurasGuadeloupeJamaicaLeeward IslandsNewfoundlandNicaraguaPanamaSt. LuciaSt. VincentTrinidad and TobagoU.S.AWest Indies Asia Of all the Asian countries involved in World War I in some manner, India, a colony of the British Empire at the time, sent the most: 1.3 million troops and laborers went to the imperial war effort. China was officially neutral but provided about 200,000 laborers to the Allied forces to repair tanks. Japan sent 14 destroyers and a flagship cruiser to assist British ships in the Mediterranean Sea. Tiny Siam stayed neutral until mid-1917 and then sent about 1,500 men as pilots, aircraft mechanics, automobile drivers and mechanics, and medical and support staff. Regions in Asia contributing to the war effort were: AdenArabiaBahrainEl QatarKuwaitTrucial OmanBorneoCeylonChinaIndiaJapanPersiaPhilippinesRussiaSiamSingaporeTranscaucasiaTurkey Australasia and Pacific Islands The largest contributors to the war efforts were the large Australian Imperial Force (Australia still being a colony of England at the time), 330,000 soldiers sent to aid the Allies in the Middle East and Germany. Other contributing countries included: AntipodesAucklandAustral IslandsAustraliaBismarck ArchipelagoBountyCampbellCaroline IslandsChatham IslandsChristmasCook IslandsDucieElice IslandsFanningFlintFiji IslandsGilbert IslandsKermadec IslandsMacquarieMaldenMariana IslandsMarquesas IslandsMarshal IslandsNew GuineaNew CaledoniaNew HebridesNew ZealandNorfolkPalau IslandsPalmyraPaumoto IslandsPitcairnPhilippinesPhoenix IslandsSamoa IslandsSolomon IslandsTokelau IslandsTonga Europe Map of military alliances of Europe in 1914. historicair Most of the battles of World War I took place in Europe, and willingly or not, the people of most of the countries were somehow active in the conflict. For the Allies, 5.2 million British men served in the conflict, just under half of the available pool of men aged 18-51; 7.9 million French citizens were called to serve. A total of 13 million German citizens fought in the war between 1914 and 1918.  In the occupied territories, Germany and its allies also coerced civilians into labor: citizens from Italy, Albania, Montenegro, Serbia, Romania, and Russian Poland all had conscripts fighting or assisting with the Entente efforts. AlbaniaAustria-HungaryBelgiumBulgariaCzechoslovakiaEstoniaFinlandFranceGreat BritainGermanyGreeceItalyLatviaLithuaniaLuxembourgMaltaMontenegroPolandPortugalRomaniaRussiaSan MarinoSerbiaTurkey Atlantic Islands AscensionSandwich IslandsSouth GeorgiaSt. HelenaTristan da Cunha Indian Ocean Islands Andaman IslandsCocos IslandsMauritiusNicobar IslandsReunionSeychelles Sources Beauprà ©, Nicolas. France.  International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2014. Web.Badsey, Stephen. Great Britain.  International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2017. Web.Boissoneault, Lorraine. The Surprisingly Important Role China Played in WWI. World War I: 100 Years Later. Smithsonian.  2017. Web.Granatstein, J.L. Canada. International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2018. Web.Johnston, Eric. Japans Little-Known, but Significant, Role in World War I. The Japan Times  (2017). Web.Koller, Christian. Colonial Military Participation in Europe (Africa). International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2014. Web.Rinke, Stefan and Karina Kriegsmann. Latin America.  International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2017. Web. Strahan, Hew. The First World War in Africa. Oxford: Oxford University Press, 2004. Print.

Nursing Assessment Coursework Example | Topics and Well Written Essays - 2000 words

Nursing Assessment - Coursework Example Firstly, the patient should be asked about the details of the shortness of breath by defining the symptoms as well as finding how long the patient has been in that condition. Some of the main variables to identify in the symptoms include onset time, location, severity, duration, radiation and quality. Secondly, there would be the establishment of the history of symptom obtained through talking to the patient about the frequency of short breath. This may uncover the pattern in the symptom presentation and may help determine any respiratory problem if the patient reports regular physical exertion. Thirdly, there will be discussion on pre-existing patient's condition in order to obtain a comprehensive medical history about the patient. Any information on hospitalizations of the patient enhances determination of factors that can result or contribute to breathing difficulties. At this point, the medications should be discussed since some drugs may result side effects, including the shortn ess of breath. The other questions will involve the eating habits. For coughing, the patient should be asked the frequency of coughing and the duration of coughing. The information on the blood or mucus and the color can necessitate getting of some information. The patient will then be asked how the obesity condition affects the life quality like disrupted routines (Beaman, 2011). Physical examination may involve first determining the BMI and examining the body clearly. Secondly, the lungs must be examined. This involved determination of the body weight, temperature and the body mass index (BMI) that entails measuring the height in order to enhance the determination of the effects of weight of the health condition. Also, this would involve listening to lungs and heart beat using stethoscope. Checking of the signs of blood backing up in the neck veins may facilitate determination of cor pulmonale disorder of the heart. Then there should be a full cardiac examination that involves lis tening to the six sections of the heart with the diaphragm and the bell of the stethoscope. This may reveal underlying cardiac condition like murmur which results from incompetent heart valve. Thereafter, the respiratory rate of the patient must be measured to enhance quantification of the shortness of breath. The normal respiratory rate for an adult ranges from 12-18 breaths per minute and the extent of deviation from the normal rate indicates the severity of the patient’s breathing condition (Utian, 2004). Pressing the abdomen enhances determination of abdominal palpation. The lips and fingers must be assessed for cyanosis while fingers must be checked for any clubbing. Physical examination might be a little painful, especially the abdominal palpation. Prioritized health history and physical assessment enhances diagnosis, and must be performed on a regular basis as they may reveal risk factors that suggest increased risk. The physical risks will enhance assessment of severi ty of conditions such as the inability of completing full sentences without having to take a breath (Beaman, 2011). A prioritized history and assessment of the heart enhances the exclusion of heart diseases associated or, which may result into a similar situation. Based on the assessments above, two interventions that I would prioritize include heart and lung interventions; heart failure and pulmonary hypertension for the

To teach children about the prevention about spreading germs and the Essay

To teach children about the prevention about spreading germs and the cold and flu - Essay Example Since viruses are micro organisms, they cannot be seen with naked eyes. When the viruses of contagious diseases like cold and flu, enter our body, they reproduce rapidly and damage cells by secreting poisonous toxins. We become sick when healthy cells of our body are destroyed. Infection is the stage when the viruses invade our body and enter cells to start rapid reproduction process. The rapid multiplication produces a huge number of viruses which then destroy their host cells and cause diseases. The physical symptoms like sneeze, fever, cough, running nose etc. occur as a result of activation of antibodies and other such agents of the body’s immunity system that resist or fight the harmful foreign agents (viruses), resulting in physical symptoms The symptoms are indication that our body has started reacting to the invasion of foreign bodies and may need appropriate backup mechanisms like medicines to kill those germs. Working with a group of four children in the implementation and learning methods of the preventive measures was a whole new experience. The curiosity and enthusiasm of the children was contagious and implementing different measures of prevention turned out to be a great learning experience, which was full of fun. Initially washing hands became a big issue with the children but when their hands were put under the microscope and they saw micro organisms, they were quick to adopt this habit! Showing the presence of micro-organisms was a huge motivator for the children to take up and implement other preventive measures in their daily life. They also assured that all their friends and family members would also be informed about the need to wash hands not only as prevention against the infectious diseases but also for healthy living. Information about balanced diet had become a big debate but ultimately all the children agreed that they all

The Shift from Realism to Impressionism Essay -- Realism, Impressionis

Both Realism and Impressionism began in France with both art periods lending to the world unique techniques, aesthetic approaches and subjects in painting. While Impressionism stemmed from Realism, it can be argued Impressionism ultimately lead to continued individual expression in art through out the historical art periods to follow. The art period of Realism from 1845 to 1900, has roots which trail back to mid 1800s France and developed as a reaction to the often exaggerated emotionalism of the former art period of Romanticism. Realist artists instead strove to depict the seriousness of every day life. To show subjects or scenes just as they were without involvement of religion, mythology or history. McDowall (1918) pointed â€Å"At the bottom of realism, in all its variations, seems to be the sense of actual existence; an acute awareness of it, and a vision of things under that form. It is a thoroughly natural feeling, it is, in fact, the primitive attitude of man† (p. 3). In painting, film and literature artists aimed to present things as they appear. A major social condition that contributed to the emergence of Realism was the Industrial Revolution. With its mass machinery production of products, the Industrial Revolution not only created an explosion of railroads and cities but also an explosion of wealthy middle class and poor working class. The discovery of photography in 1839 by Daguerre and others also resulted in a growing trend to copy everyday life, which in turn sprouted the appeal of realism in art. Buser (2006) noted that during the Industrial Revolution the rules of life were the fundamental ideas of technology, science and practical business sense. Buser (2006) further theorized â€Å"Since progress in these... ...rowther (2005) reflects â€Å"One can draw a direct line from the Impressionist, through the Post-Impressionists and Neo-Impressionists, to the Fauves, the Cubists, the Symbolists and ultimately to Abstract Expressionists†. Artists through the ages continued to experiment with new technique allowing modern art to evolve and take shape.  References Bingham, J. (2009). Impressionism. Chicago, Illinois: Heinemann Library. Buser, T. (2006). Experiencing art around us. USA: Thompson Wadsworth. Crowther, J. (2005). Impressionism: more than meets the eye. Retrieved from http://www.artist-perspectives.com/articles/impressionism.htm Janaro, R.P., & Altshuler, T.C. (2009). The art of being human: the humanities as a technique for living. Pearson Education, Inc. McDowall, A.S. (1918). Realism: a study in art and thought. London: Constable and Company LTD.

The Rise of Nazism in Germany

The rise of Nazism in Germany during the 1930's was not an inconceivable happening, considering the causes and effects in play at the time. Under the leadership of Adolf Hitler, the popular acceptance of what was later to be Nazism was overwhelming. Nazism's evolution was methodically planned, and boldly executed. The word Nazism is defined by The Concise Columbia Electronic Encyclopaedia as â€Å"the ideology and policies of Adolf Hitler and the National-Socialist German Workers' party from 1920-1945. † Subsequently, a Nazi is defined as a member of the National-Socialist German Workers' party led by Adolf Hitler. Nazism had its earliest roots in another â€Å"ism†. This is Nationalism, the sharing of a common pride, belief and loyalty by a singular group of people of a nation. However, it was this sincere form of Nationalism that was later warped, and used against the majority of the German people by Adolf Hitler for their apparent good. Hitler deceived them and they deceived themselves, all due to the ideal timing and chain of events. Prior to and during World War One, Germany was a powerful nation with colonial interests in Africa and Alsace-Lorraine. Germany was a centre of learning, culture, medicine and industry. The German government was a Parliamentary form, called the Reichstag. This system was efficient and yielded positive results for the people. Germany fielded a large and well-equipped army, led for decades by Generals of the Aristocracy. This all changed after Germany lost World War One, and especially after that fact was repeatedly emphasized. Due to the army's defeat, there was a loss of more than 3 million soldiers and unaccountable civilians. This meant the passing of most of an entire generation of workers, fathers, husbands and sons. Consequently, there came a loss of faith in the country's leadership. When the Treaty of Versailles' terms were being discussed, Germany was not welcomed, the country's leaders were needed only for their signature. They were expected to agree to the terms without question, which they ultimately did. The Germans referred to the treaty as a Diktat, which meant dictated peace. This reflects the feeling of the German people about being disregarded by other countries. Field Marshall Hindenburg said the following: â€Å"In the event of resumption of hostilities we can†¦ efend our frontiers in the east. In the west, however, we can scarcely count on being able to withstand a serious offensive†¦ The success of the operation as a whole is very doubtful, but as a soldier I cannot help feeling that it is better to die honourably than accept a disgraceful peace. † This was the general public opinion; nobody approved of the treaty, but if they did not accept it, they could no longer survive the combined powers of The United States, Great Britain and France, along with Belgium and other relatively small European countries. Even if the thought was there to not sign the treaty, the country had no choice because the consequences were too debilitating. This implied to the German people that Germany, in its present state, was a worthless country that can be pushed around by the others, and was unable to defend itself. The psyche of the people further worsened beginning in 1922 due to the French, who had invaded Germany because the country failed to make its second reparation payment. The French took over the most industrialized area, the Ruhr Valley, where they assumed possession of coalmines, railways and factories. To add to the fact that the German country was losing their largest source of wealth to another country that stole the area, prices were quickly rising as an effect. The price of a loaf of bread rose from half a mark in 1918 to 201,000 million marks in 1923. The Germans were unable to feed themselves and their families because of this hyperinflation. This caused more deaths and suffering among the people and further disappointed them. In 1923, Hitler made his first attempt to overthrow the German government. He was supported by many and began a Putsch, an attempt to seize power by force, in Munich. The government had Hitler arrested for treason and sentenced to five years in prison. Although he served only nine months of his sentence, he had enough time to gather his thoughts and organize the plan he would need in order to rise to power over German people. During this time he wrote Mein Kampf, which was the beginning of his explanation of his hopes and dreams for Germany. His time away from society was just what he needed and without it, would probably not have become the dictator he later became. When Hitler came out of prison, he began offering the people what seemed to be an attractive alternative to their suffering. Some of his alleged goals were to ensure the abolition of the Treaty of Versailles, cease non-German immigration, the abolition of income unless it was earned through work, increase profit sharing and to allow only members of the German nation to work as newspaper owners, editors, and journalists and radio broadcasters. Hitler's ten goals had a goal of themselves, to make German people feel appreciated, important, and superior. This certainly appealed to a population of desperate individuals who would have accepted just about anybody as a leader. Not only were the people gaining hope because they saw a new face, but this face was willing to change Germany in their favour, he wanted Germany to be a better place for them. Hitler's exaggerations certainly improved his odds of becoming a dictator. The economy played an important role in Hitler's rise. As the economy became more unstable, the Nazis won more seats in the Reichstag. In 1924, as the economy was unstable due to the French invasion, the Nazis had 32 seats. The number dropped in 1924 to 14 seats, as the economy slowly recovered and then again in 1928 to 12 seats, as the recovery process sped up. However, in 1930, as the world was suffering due to 1929's stock market crash, the party owned 107 seats. Then, in 1932, the number rose once again to 230 seats as massive unemployment became a harsh reality. In January 1933, Hitler came to power legally. The most important move he made was the passing of The Enabling Laws. This allowed Hitler to make laws without having them approved by the Reichstag. This is when Hitler truly became a dictator. Hitler's rise to power can be accounted for by his luck of appearing at a time when the people of his country were discouraged and desperate, and his twisted, determined drive. Hitler took advantage of the times and without them being what they were, he would have never became a dictator. He united the German people by assigning to them a common foe, and a goal, to rid themselves of this foe. He allowed for his people somebody to blame and resent, which took the hatred away from its original destination, the German government. The death of a generation of men, the loss of a war, the harsh terms of the Treaty of Versailles, mounting inflation, the worldwide economic crisis, the lack of faith in the past government and Hitler's deceiving promises are the causes of his rise to power. He was a frightfully determined man who managed to leave Germany in a state worse than it was when he promised to improve it, without ever losing the faith of his followers. The Nazi party, led by Adolf Hitler had dreams of a thousand year Reich. Thankfully, Nazism lasted only twenty-five years. At the end of World War 2, the Nazi party was outlawed.

Race Labeling Of Non Whites From Clinical Trials - 1656 Words

Moreover, Bidil race labeling might actually have undermined the broader goal of increasing racial minorities’ participation in clinical trials (Winickoff and Obasogie, 2008). For instance, by specifying African Americans as the only beneficiaries of BiDil, the same idea could be applied for a special efficacy drug for Whites, â€Å"the largest and most lucrative population segment of the United States† (Winickoff and Obasogie,2008). This logic could be used to justify the exclusion of non-Whites from clinical trials. This seems to be what happened in 2006 when Schering-Plough decided to exclude African Americans from the Phase 2 trial of SCH 503034, an investigational hepatitis C protease inhibitor. â€Å"Even though African Americans have the highest hepatitis C prevalence of any racial group in the United States, the company excluded this population not for any safety rationale but to boost efficacy numbers† (Winickoff and Obasogie,2008). BiDil, as a race-spe cific medicine also encourages the trend for other pharmaceutical companies to try and come up with other drugs in order to copy Bidil marketing success. The role of law as a player in the emergence of Bidil as an ethnic drug began in the 1980s, around the same time as the initiation of V-HeFT I (Kahn,2005). Two legislations signed by President Carter would encourage interactions between industry and academic researchers and inevitably make it easier for Bidil to emerge as an ethnic drug. The first, the Stevenson- WydlerShow MoreRelatedQuestions On Drug Information Services3242 Words   |  13 Pagesclotrimazole lozenges, nystatin suspension, or oral fluconazole.1 Posaconazole, compared to fluconazole as prophylaxis against fungal infections in hematopoietic stem cell transplant patients with graft-versus-host disease, demonstrated similar rates of clinical failure to fluconazole but was superior in preventing invasive aspergillus infections and in preventing death. 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