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- Knowledge Utilization
- Knowledge Value Chain
- Knowledge Workers
- Knowledge Wrapper
- KR See Knowledge Representation. L Learning History
- Learning Management System (LMS)
- Learning Organization
Knowledge SharingThe process of disseminating and making available what is already known. This is a major challenge in large organizations which often do not know what they know. Knowledge sharing is largely a cultural issue. The organization must encourage people to part with their knowledge and reward them for doing so. Of course, efficient knowledge sharing also needs the appropriate IT and communications infrastructure including e-mail, groupware and video conferencing. Without such infrastructure, knowledge sharing cannot be scaled up effectively in large, geographically dispersed organizations. Knowledge UtilizationUsing accumulated knowledge to tackle problems, develop new products and deal with unfamiliar situations. Knowledge is of no use unless it is applied to solve business problems. Thus the effectiveness of a knowledge repository must be assessed less by the number of documents available and more by the number of downloads. Knowledge Value ChainA sequence of knowledge processes including creation, organizing, dissemination and use that create value from knowledge stocks. Knowledge Work ManagementProcess of managing knowledge work to ensure its effectiveness. In the knowledge economy, managing knowledge work is becoming a huge challenge. Managing knowledge workers demands a change in paradigm. According to Tom Davenport55, the specific changes required, include moving from organizing hierarchies to organizing communities, from evaluating visible job performance to assessing invisible knowledge achievements, from supporting the bureaucracy to fending it off and from relying on internal personnel to considering a variety of sources. In many ways, managing knowledge work is more challenging than doing knowledge work. Knowledge work management must strike a fine balance between leaving knowledge workers free to do their work and monitoring them to understand how they spend their time and how they can be made more productive, by imposing some amount of discipline. Knowledge WorkersPeople who have a high degree of expertise, education or experience. The primary purpose of their jobs involves the creation, distribution or application of knowledge. All jobs involve some amount of knowledge. But this may not make everybody a knowledge worker. According to Tom Davenport, people can be called knowledge workers when the role of knowledge is central to their job. That means they must be spending considerable amount of their time on thinking and information processing. Knowledge WrapperA term coined by David Skyrme. A knowledge wrapper accurately describes the contents within. It holds metadata in a standard format and may hold encrypted digital rights information. Wrappers typically include factual information, such as formats and size and subjective information such as reviews and quality rating, plus some elements of promotion. A good wrapper must be attractive to entice buyers, but it must also be informative and accurate. Unlike physical goods, knowledge cannot be returned after the wrapper has been opened. So a knowledge provider may offer a free trial period or a money back guarantee if the buyer is not satisfied. Online bookstores and databases are often marketed this way. KRSee Knowledge Representation. L
Learning HistoryA narrative which captures same important knowledge in the form of a story. Sometimes knowledge is communicated more effectively through a convincing narrative that is delivered with elegance and passion. In such cases it may be better to capture the knowledge in the form of a story, instead of trying to codify it in a rigidly defined structure / template. A learning history is a written narrative of a company’s recent set of critical episodes such as a major change initiative, a radical process innovation, or a successful product launch. The document is presented in two columns. In the right hand column, relevant events are described by people who took part in them, were affected by them or observed them from close quarters. The left hand column contains analysis and commentary by learning historians, consisting of consultants, academics and knowledgeable insiders. Learning history can be used as the basis for group discussions, which provide opportunities for collective reflection. They raise issues that people would like to talk about but have not had the courage to discuss openly. These discussions facilitate knowledge sharing, helping build a body of generalizable knowledge about what works and what does not. Learning Management System (LMS)A system which provides tools for managing, delivering, tracking and assessing various types of employee learning and training. LMS consolidates mixed-media training, automates the selection and administration of courses, assembles and delivers learning content, and measures learning effectiveness. Sophisticated systems can correlate performance-on-the-job data with training data. An LMS is indispensable for a large, geographically dispersed knowledge organization. Learning OrganizationAn organization that realizes its success depends on continuous learning and modifying its behavior on an ongoing basis. According to David. A. Garvin56, a learning organization works deliberately to become good at creating, acquiring, interpreting and retaining knowledge and then modifying its behavior to reflect new knowledge and insights. The concept originated from Peter Senge’s 1990 book The Fifth Discipline: The Art and Practice of the Learning Organization. A learning organization has in place systems, mechanisms and processes that are used to continually enhance its capabilities by picking up new knowledge and adapting to the environment. All organizations learn but the effectiveness of learning varies from one to another. The key to effective learning lies in aligning individual and collective learning with the strategic intent of the firm. Effective organizational learning happens when explicit management efforts are made to build knowledge assets that support the firm’s strategy. According to Garvin, learning organizations are skilled at:
As Garvin explains, organizational learning takes place in three overlapping stages: The first step is cognitive. As they get exposed to new ideas, people expand their knowledge and begin to think differently. The second step is behavioral. Employees begin to internalize new insights and alter their behavior. The third step is performance improvement with changes in behavior leading to measurable improvements in results: superior quality, better delivery, increased market share and other tangible gains. What Nonaka and Takeuchi call, “the knowledge creating company,” seems to be for all practical purposes, the learning organization. As Nonaka has mentioned, in such a company, inventing new knowledge is not a specialized activity. It is a way of behaving, a way of being. Everyone in such a company is a knowledge worker and contributes to the learning process. Rudiger Reinhardt57 has identified different levels of organizational learning (See Table given below):
ARGYRIS and Schon describe three types of organizational learning: Single-Loop Learning: Errors may be detected and corrected but firms carry on with their present policies and goals. Single-loop learning is essentially lower level learning which does not challenge conventional wisdom or alter the fundamental nature of the organization’s activities. Double-Loop Learning: Besides detecting and correcting errors, the organization may question and modify existing norms, procedures, policies and objectives. So double-loop learning is also called higher-level learning, generative learning (or learning to expand an organization’s capabilities), and strategic learning. Strategic learning is “the process by which an organization makes sense of its environment and exploits the opportunities unfolding. Deutero Learning: Deutero learning or secondary learning is learning which results incidentally as a result of learning something else rather than as the result of a conscious effort. In particular, this is one of the aspects of enculturation, when values, norms and styles of learning are absorbed without being taught and may be crucial in determining a person’s future behavior and learning patterns. Such learning includes learning that results from the reflection of learning processes and usually is a prerequisite for changing norms, values and assumptions. Directory: books books -> The English Arrive in America books -> Active Vocabulary books -> Books we finished XIV books -> The theology of the balaam oracles: a pagan diviner and the word of god books -> The rhetoric of the father books -> Sra: Imagine It!, Themes, Taking a Stand, Ancient Civilizations Ecology, Great Expectations, Earth in Action, Art and Impact, Level 6 books -> You Can If You Try Unit 7 Nonfiction books -> The tregenza family books -> Unconditional hatred Download 0.91 Mb. Share with your friends:
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