- Record the 'best' solutions to commom problems and issues
- Construct an ontology / taxonomy, identify gaps and seek expertise to fill them
- Encourage collection, indexing and distribution of best practices and lessons learned
- Conduct formal After Action Reviews (AARs), encourage periodic reflections, craft patterns top collect solutions that work from experience
- Knowledge Harvesting ( Capturing and transferring vital know-how )
- Set up a question driven community
Wednesday, 20 February 2008
Gathering knowledge
Tuesday, 19 February 2008
Knowledge management
1- Socialization (the conversion of tacit knowledge to tacit knowledge)
Making a positive social interaction culture for sharing knowledge
- Build a climate of trust, cooperation, and support. A few people hoarding information
inhibit organisational performance. - Align performance assessment and compensation to encourage a sharing environment.
- Organize a support system for new employees so they participate in the sharing
processes. Mentors need to demonstrate and reinforce the positive virtues of sharing
knowledge.
Find out the actual strategy of the firm
- Create knowledge maps ( to find the relevant pieces of knowledge )
- Find the experts in the organization
- Encourage seminars, discussions and work-out to find know-how methods, specific knowledge,share experience in order to generate the best option and best practices.
- “talk rooms” to encourage unpredictable and creative knowledge exchange. No
meetings are held in the talk rooms, there are no organized discussions either. The expectation of these rooms is that employees will chat about their current work with whomever they find and that these conversations will create values for the firm. - Corporate picnics provide opportunities for exchange between employees who never get to talk to each other in their daily work.
2- Externalization (the conversion of tacit to explicit knowledge)
Most tacit knowledge can be codified, for example, as best practices, manuals and other kinds of
documents.
- Codification in organizations converts knowledge into accessible
and applicable formats for those who need it. New technologies play an important role in
knowledge codification - Managers must decide what business goals the codified knowledge will serve.
- Managers must be able to identify knowledge existing in various forms appropriate
to reaching those goals. - Knowledge managers must evaluate knowledge for usefulness and appropriateness
for codification (the problem of possibility to codify tacit knowledge can be solved
here) - Codifiers must identify an appropriate medium for codification and distribution
(the problem of spreading to competitors can be avoided by this)
3- Combination (the conversion of explicit knowledge to explicit knowledge)
4- Internalization (the conversion of explicit to tacit knowledge)
For transferring explicit knowledge different information communication
technologies can be used: Intranets, Lotus Notes, data warehouses and GroupWise,
etc. These technologies help to store, share and transfer information saving time and overcoming
geographical boundaries, since the access to information is possible all the time
(Davenport & Prusak, 1998).
The software can be used to identify, acquire, and codify
knowledge and makes it accessible for a wide range of users.
Wednesday, 23 January 2008
Competence Management Systems
När man kartlägger krav på kompetenser och de anställdas faktiska kompetenser så får det många goda effekter:
- Samlad kompetensdatabas
- Stöd vid utvecklingsamtal
- Tydliga signaler om att kompetens är viktigt
- Möjlighet att söka efter person med viss kompetens
- Se hur man kan minska personal utan att tappa viktig kompetens
- För en lantmätare kan det vara krav på kompetenser för:
Byggstyrning/-planering - Fastighetsförvaltning
- Geologi
- Miljövård
Till varje kompetens finns det också krav på vilken nivå det ska vara. När man bestämt de roller som finns inom ett företag och alla anställdas kompetenser har kartlagts kan man se om det finns skillnader mellan vad man vill ha och vad man faktiskt har idag. En sådan gap-analys kan man göra på grupper eller enskilda anställda. Även anställda själva kan se vilka roller de har rätt kompetens för och vilka kompetenser de behöver för att uppfylla kraven även för andra roller.
Tuesday, 22 January 2008
Knowledge Management
From Wikipedia, the free encyclopedia
Knowledge Management ('KM') comprises a range of practices used by organisations to identify, create, represent, and distribute knowledge. It has been an established discipline since 1995 [1] with a body of university courses and both professional and academic journals dedicated to it. Most large companies have resources dedicated to Knowledge Management, often as a part of 'Information Technology' or 'Human Resource Management' departments, and sometimes reporting directly to the head of the organisation. As effectively managing information is a must in any business, and knowledge and information are intertwined, Knowledge Management is a multi-billion dollar world wide market.
Knowledge Management programs are typically tied to organisational objectives and are intended to achieve specific outcomes; these can include improved performance, competitive advantage innovation, lessons learnt transfer (for example between projects) and the general development of collaborative practices.
One aspect of Knowledge Management, knowledge transfer, has always existed in one form or another. Examples include on-the-job peer discussions, formal apprenticeship, discussion forums, corporate libraries, professional training and mentoring programs. However, with computers becoming more widespread in the second half of the 20th century, specific adaptations of technology such as knowledge bases, expert systems, and knowledge repositories have been introduced to further enhance the process.
Knowledge Management programs attempt to manage the process of creation (or identification), accumulation and application of knowledge across an organisation. As such Knowledge Management is frequently linked to the idea of the learning organisation although neither practice encompasses the other. Knowledge Management may be distinguished from Organisational Learning by a greater focus on specific knowledge assets and the development and cultivation of the channels through which knowledge flows
Frequent Knowledge Management practices include:
enabling organisational practices, such as Communities of Practice and corporate Yellow Page directories for accessing key personnel and expertise
enabling technologies such as knowledge bases and expert systems, help desks, corporate intranets and extranets, Content Management, wikis and Document Management
The emergence of Knowledge Management has also generated new roles and responsibilities in organisations, an early example of which was the Chief Knowledge Officer. In recent years, Personal knowledge management (PKM) practice has arisen in which individuals apply KM practice to themselves, their roles and their career development.
Knowledge Management has also been linked to knowledge manipulation - the creation, dissemination and use of knowledge is instrumental (Land, Nolas, Amjad). Hence actual knowledge management may constitute a kind of malpractice in which what purports to be knowledge is created to achieve an effect, such as the false accounts presented by ENRON.
Knowledge Management ('KM') comprises a range of practices used by organisations to identify, create, represent, and distribute knowledge. It has been an established discipline since 1995 [1] with a body of university courses and both professional and academic journals dedicated to it. Most large companies have resources dedicated to Knowledge Management, often as a part of 'Information Technology' or 'Human Resource Management' departments, and sometimes reporting directly to the head of the organisation. As effectively managing information is a must in any business, and knowledge and information are intertwined, Knowledge Management is a multi-billion dollar world wide market.
Knowledge Management programs are typically tied to organisational objectives and are intended to achieve specific outcomes; these can include improved performance, competitive advantage innovation, lessons learnt transfer (for example between projects) and the general development of collaborative practices.
One aspect of Knowledge Management, knowledge transfer, has always existed in one form or another. Examples include on-the-job peer discussions, formal apprenticeship, discussion forums, corporate libraries, professional training and mentoring programs. However, with computers becoming more widespread in the second half of the 20th century, specific adaptations of technology such as knowledge bases, expert systems, and knowledge repositories have been introduced to further enhance the process.
Knowledge Management programs attempt to manage the process of creation (or identification), accumulation and application of knowledge across an organisation. As such Knowledge Management is frequently linked to the idea of the learning organisation although neither practice encompasses the other. Knowledge Management may be distinguished from Organisational Learning by a greater focus on specific knowledge assets and the development and cultivation of the channels through which knowledge flows
Frequent Knowledge Management practices include:
enabling organisational practices, such as Communities of Practice and corporate Yellow Page directories for accessing key personnel and expertise
enabling technologies such as knowledge bases and expert systems, help desks, corporate intranets and extranets, Content Management, wikis and Document Management
The emergence of Knowledge Management has also generated new roles and responsibilities in organisations, an early example of which was the Chief Knowledge Officer. In recent years, Personal knowledge management (PKM) practice has arisen in which individuals apply KM practice to themselves, their roles and their career development.
Knowledge Management has also been linked to knowledge manipulation - the creation, dissemination and use of knowledge is instrumental (Land, Nolas, Amjad). Hence actual knowledge management may constitute a kind of malpractice in which what purports to be knowledge is created to achieve an effect, such as the false accounts presented by ENRON.
Mål
Studenten skall efter avslutat kurs: - förstå hur organisationer kan göras effektivare genom att man systematiserar och representerar organisationens kunskap - förstå hur kunskapen kan återanvändas och hur man motiverar denna återanvändning hos företagets anställda. - ha insikter om vad kunskap är för något samt hur kunskap kan definieras, kommuniceras och lagras - förstå varför det idag görs mycket stora investeringar i "kunskapsekonomin" - kunna samla in och representera kunskap som människor besitter, både formell och informell kunskap - kunna sammanställa och beskriva kunskapen på ett entydigt, systematiskt och överskådligt sätt så att den kan återanvändas - kunna formulera mål för anställda samt generella mål för att utveckla organisationens och de anställdas kompetens - kunna använda socialpsykologiska teorier och metoder i det initiala systemeringsarbetet - kunna erhålla överblick över konkreta modeller och metoder inom KM som används i företag idag. - kunna skapa en lärande organisation - kunna relatera begreppet "kompetens" till, motivation, effektivitet, samarbetsteknik och utveckling
Innehåll
Kunskapen i organisationen är organisationens värdefullaste tillgång. I framtiden kommer de organisationer som kan förvalta kunskapsbeskrivningar och stimulera ett kreat
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