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Knowledge Management in Theory and Practice

Aug 14, 2014

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Knowledge Management in Theory and Practice. Lecture 2: The Knowledge Management Cycle. Overview. Major KM Cycles Knowledge-Information Cycle (ACIIC Knowledge Economy) Meyer and Zack KM Cycle Bukowitz and Wiliams McElroy KM Cycle Wiig KM Cycle. KM Cycle Processes. Knowledge Capture

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Knowledge Management in Theory and Practice Lecture 2: The Knowledge Management Cycle

Overview • Major KM Cycles • Knowledge-Information Cycle (ACIIC Knowledge Economy) • Meyer and Zack KM Cycle • Bukowitz and Wiliams • McElroy KM Cycle • Wiig KM Cycle

KM Cycle Processes • Knowledge Capture • Knowledge Creation • Knowledge Codification • Knowledge Sharing • Knowledge Access • Knowledge Application • Knowledge Re-Use

Bukowitz and Williams ASSESS GET BUILD/SUSTAIN Knowledge USE LEARN CONTRIBUTE OR: DIVEST

Bukowitz and Williams /2 • Get: seeking out information • Tacit and explicit • Being selective when faced with information overload • Use: combine content in new and interesting ways to foster innovation in the organization • Learn: learning from experiences • Creation of an organizational memory

Bukowitz and Williams/3 • Contribute: motivate employees to post what they have learned to a knowledge base • Link individual learning and knowledge to organizational memory • Assess: evaluation of intellectual capital • Identify assets, metrics to assess them and link these directly to business objectives

Bukowitz and Williams/4 • Build and Sustain: allocate resources to maintain knowledge base • Contribute to viability, competitiveness • Divest: should not keep assets that are no longer of any business value • Transfer outside the organization e.g. outsourcing • Patent, spin off companies etc.

Wiig KM Cycle • Processes by which we build and use knowledge • As individuals • As teams (communities) • As organizations • How we: • Build knowledge • Hold knowledge • Pool knowledge • Apply knowledge • Discrete tasks yet often interdependent & parallel

Wiig KM Cycle/2 • Personal experience • Formal education and training • Intelligence sources • Media, books, peers Build Knowledge Hold Knowledge • In people • In tangible forms (e.g. books) • KM systems (intranet, dbase) • Groups of people- brainstorm Pool Knowledge • In work context • Embedded in work processes Use Knowledge

Wiig KM Cycle/3 • Personal experience • Formal education and training • Intelligence sources • Media, books, peers Build Knowledge Hold Knowledge • In people • In tangible forms (e.g. books) • KM systems (intranet, dbase) • Groups of people- brainstorm Pool Knowledge • In work context • Embedded in work processes Use Knowledge

Building Knowledge • Learning from all kinds of sources to: • Obtain Knowledge • Analyze Knowledge • Reconstruct (Synthesize) Knowledge • Codify and Model Knowledge • Organize Knowledge

Building Knowledge - Examples • Market research • Focus groups • Surveys • Competitive intelligence • Data mining on customer preferences • Create taxonomy of customer types • Synthesis of lessons learned (what worked, what didn’t) – generate hypotheses • Project management lessons learned • Identify attribute of suppliers who were most responsive, use this to select future suppliers, also to develop requirements to include in RFP

Wiig KM Cycle/4 • Personal experience • Formal education and training • Intelligence sources • Media, books, peers Build Knowledge Hold Knowledge • In people • In tangible forms (e.g. books) • KM systems (intranet, dbase) • Groups of people- brainstorm Pool Knowledge • In work context • Embedded in work processes Use Knowledge

Holding Knowledge • In people’s minds, books, computerized knowledge bases, etc. • Remember knowledge – internalize it • Cumulate knowledge in repositories (encode it) • Embed knowledge in repositories (within procedures) • Archive knowledge • Create scientific library, subscriptions • Retire older knowledge from active status in repository (e.g. store in another medium for potential future retrieval – cd roms, etc.)

Holding Knowledge - Examples • Company owns a number of proprietary methods and recipes for making products • Some knowledge documented in the form of research reports, technical papers, patents • Other tacit knowledge can be elicited and embedded in the knowledge base in the form of know-how, tips, tricks of the trade • Videotapes of specialized experts explaining various procedures • Task support systems

Wiig KM Cycle/5 • Personal experience • Formal education and training • Intelligence sources • Media, books, peers Build Knowledge Hold Knowledge • In people • In tangible forms (e.g. books) • KM systems (intranet, dbase) • Groups of people- brainstorm Pool Knowledge • In work context • Embedded in work processes Use Knowledge

Pooling Knowledge • Can take many forms such as discussions, expert networks and formal work teams • Pooling knowledge consists of: • Coordinating knowledge of collaborative teams • Creating expert networks to identify who knows what • Assembling knowledge – background references from libraries and other knowledge sources • Accessing and retrieving knowledge • Consult with knowledgeable people about a difficult problem, peer reviews, second opinions • Obtain knowledge directly from a repository – advice, explanations

Pooling Knowledge - Examples • An employee realizes he or she does not have the necessary knowledge and know-how to solve a particular problem • She contact others in the company who have had similar problems to solve, consults the knowledge repository and makes use of an expert advisory system to help her out • She organizes all this information and has subject matter experts validate the content

Wiig KM Cycle/6 • Personal experience • Formal education and training • Intelligence sources • Media, books, peers Build Knowledge Hold Knowledge • In people • In tangible forms (e.g. books) • KM systems (intranet, dbase) • Groups of people- brainstorm Pool Knowledge • In work context • Embedded in work processes Use Knowledge

Using Knowledge • Use established knowledge to perform routine tasks, make standard products, provide standard services • Use general knowledge to survey exceptional situations, identify problem, consequences • Use knowledge to describe situation and scope problem • Select relevant special knowledge to handle situation, identify knowledge sources • Observe and characterize the situation, collect and organize information • Analyze situation, determine patterns, compare with others, judge what needs to be done

Using Knowledge (con’t) • Synthesize alternative solutions, identify options, create new solutions • Evaluate potential alternatives, appraise advantages and disadvantages of each, determine risks and benefits of each • Use knowledge to decide what to do, which alternative to select • Rank alternatives & test that each is feasible, acceptable • Implement selected alternative • Choose and assemble tools needed • Prepare implementation plan, distribute it, authorize team to proceed with this solution

Using Knowledge - Examples • Expert mechanic encounters a new problem • Gathers info to diagnose and analyze • Synthesizes a list of possible solutions with the tools he knows are available to him • Decides on the best option and uses it to fix the part • Non-routine tasks are approached in a different way than familiar, standard ones

KM Cycle Processes • Knowledge Capture • Knowledge Creation & Contribution • Knowledge Codification & Refinement (inc. Sanitize) & Reconstruction (e.g. synthesis) • Selectively filter contributions • Knowledge Modeling • Knowledge Sharing & Pooling • Knowledge Organization & Access • Knowledge Learning &Application • Knowledge Evaluation & Re-Use OR Divest

Five Critical Knowledge Functions for each KM Cycle Step • Type of knowledge or skill involved • Securities trading expertise • Business use of that knowledge • Increase the value of a retirement fund portfolio • Constraint that prevents knowledge from being fully utilized • Expert will retire at the end of the year with no successor • Opportunities, alternatives to manage that knowledge • Elicit and codify knowledge before person retires • Expected value-added of improving the situation • Valuable knowledge is not lost to organization

Integrated KM Cycle Assess Knowledge Capture and/or Creation Knowledge Sharing and Dissemination Knowledge Acquisition and Application Update Contextualize

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Knowledge Management in Practice: An Exploratory Case Study - PowerPoint PPT Presentation

Knowledge Management in Practice: An Exploratory Case Study

Knowledge management in practice: an exploratory case study by shan l. pan & harry scarbrough presented by: jonathan cullum kelly powell & laportia james – powerpoint ppt presentation.

• by Shan L. Pan Harry Scarbrough
• Presented by Jonathan Cullum
• Kelly Powell
• LaPortia James
• Introduction Researchers have outlined the theoretical case for knowledge management.
• Claim with product life-cycles shortening and technologies becoming more imitable, organizational knowledge emerges as a competitive advantage by virtues of its tacitness, difficult in being copied, and immobility.
• Partly due to the very qualities of tacitness which lend this importance is an elusive item for practitioners.
• Absence of a framework for managing knowledge is becoming a more critical problem for managers
• 2 Specific objectives
• Develops an analysis of knowledge management from an integrated socio-technical perspective.
• Study uses case study of Buckman Laboratories to examine the dynamics of successful knowledge management practices, and to consider the extent to which these practices can be used by other companies.
• In proposing the socio-technical perspective there are some considerations.
• 1- number of studies recognizes holistic view (more than sum of parts) between social and technical factors.
• 2- refocuses attention on the work process itself
• 3- compatibility between social and technical subsystems is the key to meeting the needs of customers
• 4- provides a suitably synthetic analytical space to consider all factors in a even-handed way.
• Describes a method of viewing organizations emphasizing the interrelated functioning of the social and technological subsystems of the organization and the relation of the organization as a whole to the environment in which it operates.
• Socio-technical thinking originated from the systems perspective on organization.
• More recently analyses stress the interplay between technology and the organization.
• Need to distinguish between different types of knowledge- tacit and explicit
• Explicit knowledge is systematic and hard data.
• Tacit knowledge- resides in the heads of those working
• Three major layers or interaction
• Infrastructure hardware/software enabling contact
• Infostructure formal rules governing exchange of network
• Infoculture stock of background knowledge
• Qualitative approach
• Single Case Study
• Semi-structured Interviews
• On-site Observations (6 Weeks)
• Secondary Data
• Organizational Background
• Manufacturer of specialist chemicals for aqueous industrial systems
• 300 million company (Sept 1999)
• International 102 countries
• 1000 specialty chemicals
• Customer knowledge
• Competitive intelligence
• Process knowledge
• Product knowledge
• Factual corporate knowledge
• Technological know-how
• Market know-how
• Behavioral corporate knowledge
• Social interaction of individuals and organizations
• Proprietary knowledge
• Historical (1945-1991)
• International expansion
• Problem-solving
• Knowledge vision
• Transformative (1992-1998)
• Knowledge sharing
• Organizational learning
• Knowledge Architecture
• Elements humans, organizational entities, documents, books, other knowledge repositories, and operating entities
• Process Knowledge Management Transfer Department
• KNetix connecting knowledge suppliers and users worldwide
• Organizational Knowledge Repository (Memory)
• KNetix electronic forums, bulletin boards, virtual conference rooms, libraries, and e-mail
• Knowledge sharing process
• Global Access
• Region-focus Forums
• TechForum (US)
• EuroForum (Europe)
• LatinoForum (Latin America)
• AAAForum (Asia, Australia, Africa)
• At Buckman, the system encouraged trust and far ranged thinking.
• Many associates credit Bob Buckman with getting managers thinking 5 to 10 years ahead rather than just 60 days.
• The Buckman case study shows an example of how one organization successfully developed its systemic capability to effectively share tacit knowledge from on-going practice and created organizational knowledge for future events.

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