Proceedings of the 3rd European Conference on Intellectual Capital

Constantin Bratianu et al.
built where at <strong>the</strong> top is <strong>the</strong> problem to be taken into consideration, next layer consists in <strong>the</strong> criteria
or strategies to be considered and <strong>the</strong> last layer resides in <strong>the</strong> several alternatives as activities or
actions under discussion. Based on comparative judgments, a positive matrix <strong>of</strong> choices is derived for
<strong>the</strong>se criteria. The ranking importance <strong>of</strong> <strong>the</strong>se criteria is achieved afterwards as a vector <strong>of</strong> priorities,
based on <strong>the</strong> <strong>the</strong>ory <strong>of</strong> eigenvectors.The same procedure is applied for <strong>the</strong> alternatives considered
with respect to every criterion. In <strong>the</strong> syn<strong>the</strong>sis mode, weights beard by <strong>the</strong> criteria are applied to <strong>the</strong>
considered alternatives and lastly, <strong>the</strong> corresponding totals for each alternative are calculated.
The attempt to measure <strong>the</strong> increase in <strong>the</strong> level <strong>of</strong> organizational knowledge within a large company
has as central focus <strong>the</strong> evaluation <strong>of</strong> <strong>the</strong> employee’s perceptions toward four activities: hiring new
valuable human resources (A1), developing training programs (A2), creating a performing motivation
for <strong>the</strong> employees (A3) and purchasing books, journals, s<strong>of</strong>tware programs and o<strong>the</strong>r informative
materials (A4).This evaluation is organized through <strong>the</strong> consideration <strong>of</strong> three criteria, each <strong>of</strong> <strong>the</strong>se
having a certain influence on <strong>the</strong> previously mentioned four activities. Specifically, <strong>the</strong> three criteria
considered are <strong>the</strong> strategy for increasing knowledge creation (C1), <strong>the</strong> strategy <strong>of</strong> increasing
acquisitions <strong>of</strong> new knowledge (C2) and <strong>the</strong> strategy for reducing knowledge loss (C3.) Thus, a tree
level hierarchy is going to be considered as <strong>the</strong> framework in which <strong>the</strong> employee’s perceptions with
respect to <strong>the</strong> goal <strong>of</strong> measuring <strong>the</strong> level <strong>of</strong> organizational knowledge will be numerically quantified.
4.2 The survey
In <strong>the</strong> following it will be presented <strong>the</strong> general form <strong>of</strong> <strong>the</strong> survey considered and one example <strong>of</strong>
answer will be indicated in square brackets. Also, it will be showed how <strong>the</strong> answers were processed.
In <strong>the</strong> first page were asked general information about <strong>the</strong> position <strong>of</strong> <strong>the</strong> respondent in <strong>the</strong>
considered company. The survey’s second page was devoted to <strong>the</strong> determination <strong>of</strong> <strong>the</strong> priority
vectors <strong>of</strong> <strong>the</strong> three chosen criteria in <strong>the</strong> knowledge variation in organization (<strong>the</strong> strategy for
increasing knowledge creation (C1), <strong>the</strong> strategy <strong>of</strong> increasing acquisitions <strong>of</strong> new knowledge (C2) and
<strong>the</strong> strategy for reducing knowledge loss (C3.)). The goal in this research is to increase <strong>the</strong> level <strong>of</strong>
organizational knowledge. The scale considered for this research is from 1 (equally important) to 9
(extremely important). Questions are formulated in comparative terms, as shown below:
1.a) Given <strong>the</strong> goal, what do you think is more important : <strong>the</strong> strategy for increasing knowledge
creation (C1) or <strong>the</strong> strategy <strong>of</strong> increasing acquisitions <strong>of</strong> new knowledge (C2). [C1]
b) Please indicate, on a scale from 1 to 9 to what extent you consider your previous choice is more
important than <strong>the</strong> o<strong>the</strong>r one. [6]
2.a) Given <strong>the</strong> goal, what do you think is more important : <strong>the</strong> strategy for increasing knowledge
creation (C1) or <strong>the</strong> strategy for reducing knowledge loss (C3.). [C3]
b) Please indicate, on a scale from 1 to 9 to what extent you consider your previous choice is more
important than <strong>the</strong> o<strong>the</strong>r one. [4]
3.a) Given <strong>the</strong> goal, what do you think is more important: <strong>the</strong> strategy <strong>of</strong> increasing acquisitions <strong>of</strong>
new knowledge (C2) or <strong>the</strong> strategy for reducing knowledge loss (C3.). [C3]
b) Please indicate, on a scale from 1 to 9 to what extent you consider your previous choice is more
important than <strong>the</strong> o<strong>the</strong>r one. [6]
The survey’s third page was devoted to <strong>the</strong> determination <strong>of</strong> <strong>the</strong> priority vectors <strong>of</strong> <strong>the</strong> alternatives
(hiring new valuable human resources (A1), developing training programs (A2), creating a performing
motivation for <strong>the</strong> employees (A3) and purchasing books, journals, s<strong>of</strong>tware programs and o<strong>the</strong>r
informative materials (A4).) taking into consideration <strong>the</strong> criterions in <strong>the</strong> above level <strong>of</strong> hierarchy. For
<strong>the</strong> first criterion or strategy for increasing knowledge creation (C1), questions were formulated as
follows:
4. a) Given <strong>the</strong> criterion (C1), what do you think is more important: hiring new valuable human
resources (A1) or developing training programs (A2)? [A2]
b) Please indicate, on a scale from 1 to 9 to what extent you consider your previous choice is more
important than <strong>the</strong> o<strong>the</strong>r one. [8]
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