1. Knwoledge sharing/acquisition requires 'perspective making' and 'perspective taking'-developing an understanding of tacit assumptions.
2. knowledge sharing/acquisition through
-'rich' social interaction
-immersion in practice-watching and or doing.
3. Management role to facilitate social interaction.
Donald Hislop
Knowledge Management in Organizations
Oxford University Press
2005
Showing posts with label Knowledge management. Show all posts
Showing posts with label Knowledge management. Show all posts
Thursday, July 31, 2008
Knowledge Management - Objectivist Perspective
Convert tacit to explicit knowledge
Codification/capture of relevant knowledge
Collect knowledge in a central repository
Structure/systematize knowledge into discrete categories
Technology plays a key role
Codification/capture of relevant knowledge
Collect knowledge in a central repository
Structure/systematize knowledge into discrete categories
Technology plays a key role
Data, Information, Knowledge
Data: Raw images, numbers, words, sounds etc., which result from observation or measurement
Information: Data arranged or organized into a meaningful pattern.
Knowledge: Means to analyse/understand information/data; belief about causality of events/actions, and provides the basis to guide meaningful action and thought.
Donald Hislop
Knowledge Management in Organizations
Oxford University Press
2005
Information: Data arranged or organized into a meaningful pattern.
Knowledge: Means to analyse/understand information/data; belief about causality of events/actions, and provides the basis to guide meaningful action and thought.
Donald Hislop
Knowledge Management in Organizations
Oxford University Press
2005
Epistemology
Epistemology is philosophy addressing the nature of knowledge. Concerned with questions such as: is knowledge objective and measurable? Can knowledge be acquired or is it experienced? What is regarded as valid knowledge and why?
Donald Hislop
Knowledge Management in Organizations
Oxford University Press
2005
Donald Hislop
Knowledge Management in Organizations
Oxford University Press
2005
Thursday, July 10, 2008
Knowledge Management - HBR 2006
Knowledge Management
The Cost of Knowledge
Al Jacobson and Laurence Prusak
Forethought, November
Reprint F0611H
The Curse of Knowledge
Chip Heath and Dan Heath
Forethought, December
Reprint F0612A
Learning the Tricks of the Trade
Marc Abrahams
Forethought, April
Reprint F0604B
What's Your Return on Knowledge?
Don Cohen
Forethought, December
Reprint F0612G
When Crowds Aren't Wise
Cass R. Sunstein
Forethought, September
Reprint F0609A
The World Is Round
Laurence Prusak
Forethought, April
Reprint F0604A
The Cost of Knowledge
Al Jacobson and Laurence Prusak
Forethought, November
Reprint F0611H
The Curse of Knowledge
Chip Heath and Dan Heath
Forethought, December
Reprint F0612A
Learning the Tricks of the Trade
Marc Abrahams
Forethought, April
Reprint F0604B
What's Your Return on Knowledge?
Don Cohen
Forethought, December
Reprint F0612G
When Crowds Aren't Wise
Cass R. Sunstein
Forethought, September
Reprint F0609A
The World Is Round
Laurence Prusak
Forethought, April
Reprint F0604A
Monday, June 23, 2008
Turning knowledge into action
Knowing "what" to do is not enough: Turning knowledge into action
Jeffrey Pfeffer, Robert I Sutton.
California Management Review.
Fall 1999. Vol. 42, Iss. 1; pg. 83, 26 pgs
Why do so much education and training, management consulting, and business research and so many books and articles produce so little change in what managers and organizations actually do? In 1996, more than 1,700 business books were published in the United States,1 and more are published each year. Many of these books are filled with the same analyses and prescriptions, albeit using different language and graphics, as could be found in similar books published the year before. in fact, many of the ideas proclaimed as new each year can be found in similar books printed decades earlier.2 Yet these books find a ready market because the ideas, although often widely known and proven to be useful and valid, remain unimplemented. So, authors try, in part through repackaging and updating, to somehow get managers to not only know but to do something with what they know. And managers continue to buy the books filled with ideas they already know because they intuitively understand that knowing isn't enough. They hope that by somehow buying and reading one more book they will finally be able to translate this performance knowledge into organizational action.
Each year the hundreds of business schools in the United States graduate more than 80,000 MBAs and conduct numerous research studies on business topics.
Numerous researchers have found that "little of what is taught in college or even business schools really prepares would-be managers for the realities of managing." One study reported that 73 percent of the surveyed MBA program graduates said -that their MBA skills were used 'only marginally or not at all' in their first managerial assignments.
One might think that with the current interest in 'knowledge management" and intellectual capital, there wouldn't be a knowing-doing problem.
Knowledge management systems seem to work best when the people who generate the knowledge are also those who store it, explain it to others, and coach them as they try to implement the knowledge.
Eight Guidelines for Action
1 - Why before How: Philosophy Is Important.
2. Knowing Comes from Doing and Teaching Others How
3. Action Counts More Than Elegant Plans and Concepts.
4. There Is No Doing without Mistakes. What Is the Company's Response?
5. Fear Fosters Knowing-Doing Gaps, So Drive Out Fear.
6. Beware of False Analogies: Fight the Competition, Not Each Other.
7. Measure What Matters and What Can Help Turn Knowledge into Action.
8. What Leaders Do, How They Spend Their Time and How They Allocate Resources, Matters.
Jeffrey Pfeffer, Robert I Sutton.
California Management Review.
Fall 1999. Vol. 42, Iss. 1; pg. 83, 26 pgs
Why do so much education and training, management consulting, and business research and so many books and articles produce so little change in what managers and organizations actually do? In 1996, more than 1,700 business books were published in the United States,1 and more are published each year. Many of these books are filled with the same analyses and prescriptions, albeit using different language and graphics, as could be found in similar books published the year before. in fact, many of the ideas proclaimed as new each year can be found in similar books printed decades earlier.2 Yet these books find a ready market because the ideas, although often widely known and proven to be useful and valid, remain unimplemented. So, authors try, in part through repackaging and updating, to somehow get managers to not only know but to do something with what they know. And managers continue to buy the books filled with ideas they already know because they intuitively understand that knowing isn't enough. They hope that by somehow buying and reading one more book they will finally be able to translate this performance knowledge into organizational action.
Each year the hundreds of business schools in the United States graduate more than 80,000 MBAs and conduct numerous research studies on business topics.
Numerous researchers have found that "little of what is taught in college or even business schools really prepares would-be managers for the realities of managing." One study reported that 73 percent of the surveyed MBA program graduates said -that their MBA skills were used 'only marginally or not at all' in their first managerial assignments.
One might think that with the current interest in 'knowledge management" and intellectual capital, there wouldn't be a knowing-doing problem.
Knowledge management systems seem to work best when the people who generate the knowledge are also those who store it, explain it to others, and coach them as they try to implement the knowledge.
Eight Guidelines for Action
1 - Why before How: Philosophy Is Important.
2. Knowing Comes from Doing and Teaching Others How
3. Action Counts More Than Elegant Plans and Concepts.
4. There Is No Doing without Mistakes. What Is the Company's Response?
5. Fear Fosters Knowing-Doing Gaps, So Drive Out Fear.
6. Beware of False Analogies: Fight the Competition, Not Each Other.
7. Measure What Matters and What Can Help Turn Knowledge into Action.
8. What Leaders Do, How They Spend Their Time and How They Allocate Resources, Matters.
Wednesday, June 18, 2008
Harvest Knowledge
Don't Just Capture Knowledge -- Put It to Work.
By: Pugh, Katrina, Dixon, Nancy M.,
Harvard Business Review,
May 2008, Vol. 86, Issue 5
Some interesting points
What's the point of capturing organizational knowledge if it's going to be tossed into some file and forgotten?
One way to make sure such knowledge will benefit the people who need it is to engage them in what we call a knowledge harvest: a systematic, facilitated gathering and circulation of knowledge.
Our approach - piloted by Intel Solution Services (ISS), Intel's IT consulting arm - has helped the company speed collection and transmission, and has improved the likelihood that knowledge gets productively and creatively reused.
For knowledge harvesting, the key is to identify others in the organization who could use the knowledge (the "knowledge seekers") and involve them in gathering valuable lessons.
Katrina Pugh (katrina.pugh@fmr.com) is vice president for knowledge management at Fidelity Investments in Marlborough, Massachusetts. Nancy M. Dixon (nancydixon@commonknowledge.org) is a principal at Common Knowledge Associates, based in Dallas.
By: Pugh, Katrina, Dixon, Nancy M.,
Harvard Business Review,
May 2008, Vol. 86, Issue 5
Some interesting points
What's the point of capturing organizational knowledge if it's going to be tossed into some file and forgotten?
One way to make sure such knowledge will benefit the people who need it is to engage them in what we call a knowledge harvest: a systematic, facilitated gathering and circulation of knowledge.
Our approach - piloted by Intel Solution Services (ISS), Intel's IT consulting arm - has helped the company speed collection and transmission, and has improved the likelihood that knowledge gets productively and creatively reused.
For knowledge harvesting, the key is to identify others in the organization who could use the knowledge (the "knowledge seekers") and involve them in gathering valuable lessons.
Katrina Pugh (katrina.pugh@fmr.com) is vice president for knowledge management at Fidelity Investments in Marlborough, Massachusetts. Nancy M. Dixon (nancydixon@commonknowledge.org) is a principal at Common Knowledge Associates, based in Dallas.
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