Information and Knowledge Management using ArcGIS ModelBuilder

Table 2: Verbal cues
Nor Laila Md Noor and Ariza Nordin
Objective Cues
Domain Knowledge
Acquisition
Applied Design
Knowledge
Visualization
Aesthetic Knowledge
Visualization
Tell us your life story of making batik:
How you do learn to make batik? How do you get involve in batik making?
What are your social network, social responsibility as a batik maker?
How can we identify traditional and contemporary batik?
Describe your experience to produce a batik product from planning to finish
product:
How do you know what to produce?
Describe stages of idea development until sketches of design
How do you know your product has aesthetics value realized?
How do you judge batik aesthetics?
3.4.2 Procedures
The activities of the focus group interview are described in Table 3.
Table 3: Focus group activities
Component Description
Structure Each focus group workshop was conducted with 12 selected participants who are group
according to their actor’s role.
Timeframe
Introduction. (5 minutes):
(150 The facilitator explained the research-driven story to the group and provided everyone with
minutes)
paper and pens. The timing was controlled to avoid unnecessary delay.
Case Story Session (5 – 10 minutes)
The workshop participants spent time before the session writing their story based on their
experience of a particular theme. As the story is being told, participants were told to note
details of the story and ideas for questions and not to interrupt, and to respect confidentiality.
The observer for each group took notes.
Conversational & Informal Dialogue (25 – 30 minutes)
The listeners write down their immediate reflections on the story: similarity/difference of the
story with own story. Then they share their reflections within the group, one at a time with no
interruptions. The observer for each group took notes.
Group Ethics Promotes Emergence Not Forcing: Critical, asking and answering probing questions about the
& Protocol
subject matter in order to do it better not to force emergence.
Promotes Caring: Ensure that our questions and our answers are generated in a climate of
respect for the values.
Promotes Confidentiality: Respecting the storytellers who are taking the risks to share their
experiences. Video Recording is done with permission from participants
3.5 Actual site visit
We visit two batik microenterprise sites to make live observation of the batik making realities. We also
conducted informal interview with the batik maker. The live observations verify processes of batik
making for each technique to gain inside knowledge of actual practices and to gain real life
experience in batik making for comparison with stories acquired from interviews and focus group
sessions.
4. Analysis and findings
A micro analysis was conducted where content of the transcripts from the personal and focus group
interview were coded to make sense of data to facilitate the emergence of open codes using the In
Vivo Coding by Atlas TI. As the process is tedious, we took care to avoid the tendency of overconceptualizing.
The open codes for this study were derived from multiple sources of data allowing a
precise differentiation among categories.
Two important discoveries emerged. The first is the business reliance on batik makers’ tacit
knowledge gained from personal experience, batik mentor storytelling and non-textual references
such as photographs and images from books and other repositories of knowledge that includes batik
collection. The second is the concern for the business sustainability in the globalization era related to
the concept of batik cultural erosion. This stems from batik makers resort for discontinuity of batik
cultural rules in order to survive the socioeconomic impact of business globalization. We further
enumerate three dimensions that cover competency deficit, isolated strategies and diverse level of
need shown in Figure 4. The rest of this section presents the dimensions and related elements.
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