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Exploring the Process of Mind Mapping as a Workplace Learning Strategy – A case study in hi-tech industry.
In the present research, mind mapping as a workplace learning strategy in high-tech industry was explored with a qualitative case study method. Three members from a project team of a high-tech company were selected for site observation, interview, and file analysis. The specific research aims can be concluded as follows: 1. To understand the background information of workplace learning in high-tech industry. 2. To analyze the factors that would influence the application of mind mapping in workplace learning. 3. To investigate the application approaches of mind mapping in workplace learning; 4. To develop a strategy model for the application of mind mapping in workplace learning, based on the research findings in this study. Concluding from the material analyses, the research results in this study are as follows: 1. Workplace learning is valued in High-tech companies. It is characterized by informal learning that embedded in normal work process. Except that, it emphasizes knowledge management, encourages self-directed learning, and applies mentoring system and problem-based team learning in workplace learning. 2. In the model of introducing mind mapping as a workplace learning strategy, the personal factors influencing the introduction include feeling the advantages of mind mapping and discovering the pressure of work; the situational factor is whether the mind mapping can respond to the difficulties confronted in workplace learning; and the organizational factors are the supports of the supervisors and the environmental mechanisms provided by flat organization for mind mapping practices. 3. In terms of the application approaches of mind mapping in workplace learning, the mind mapping is treated as a knowledge management strategy, a mentoring learning strategy and a team communication platform. 4. Concerning the outcomes of the application of mind mapping in team learning, the positive influences on individuals include the formation of semantic and procedural memory, the development of capacity, and the awareness of the limitations of thinking; the positive influences on teams are the promotion of group synergistic learning, the reconstruction of group cognitive structure, the effective retrieval and organization of knowledge (memory), as well as the innovation of contents. On the other hand, however, the problems that should be solved are the staff’s familiarity level for mind mapping and the development of samples on the mind mapping’s application in team learning. Based on the above conclusions, the present research also makes recommendations for related institutions and future research. Keywords: Mind Mapping, Workplace Learning, Learning Strategy, Knowledge Management, Mentoring System, Team Learning.
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