Knowledge management, organizational memory & organizational learning cluster

2004 ◽  
Author(s):  
M. Jennex ◽  
D. Croasdell
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Organizational Memory

What is Knowledge Management?

2011 ◽  
pp. 1-9 ◽  
Author(s):  
Murray E. Jennex
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Organizational Effectiveness ◽  
Research Area ◽  
Organizational Memory ◽  
Relational Model

This chapter defines knowledge and knowledge management (KM) and establishes its roots KM is not a brand new topic; organizational learning and organizational memory are related topics that have been fields of research for many years. This chapter relates these concepts to a relational model that shows that the three topics are related and influence organizational effectiveness. Additionally, this chapter explains that KM has become a research area due to a confluence of trends that have made KM necessary and technically useful.

A Support for Organizational Learning Needs

2014 ◽  
Vol 4 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Adeline Leblanc ◽  
Marie-Hélène Abel
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Web 2.0 ◽  
Learning Organization ◽  
Learning Process ◽  
Knowledge Engineering ◽  
Social Engineering ◽  
Organizational Memory ◽  
Web 2.0 Technologies ◽  
Web Platform

Knowledge and competences capital of an organization are increasingly crucial. The organization survival depends mainly on its capacity to access new knowledge, to diffuse its competences quickly and to exploit and preserve its expertise fields efficiently and durably. Thus today, organizations are aware of the necessity to become learning organizations and to maximize organizational learning. Organizational learning process is composed by three sub-processes: a learning process, a knowledge management process and a social process. A web platform based on learning organization memory can answer to needs of all these sub-processes. This paper's aim, within the approach MEMORAe, is to model and design an organizational learning support. To that end, in order to take into account all the identified needs, it proposes to associate: educational engineering (e-learning), knowledge engineering (knowledge management and semantic web) and social engineering (web 2.0 technologies). This support is a web platform using ontologies, semantic annotations and Web 2.0 technologies in order to organize, share, and capitalize organizational competences, knowledge and resources. This article specifies concepts of learning organization, organizational learning and it underlines the existence of the three different sub-processes in this learning form: learning, knowledge management and social. It presents all these sub-processes and their needs. Then it presents its approach in describing learning organizational memory modelling and how it takes into account learning, knowledge management and social sub-processes. Finally, it describes the platform E-MEMORAe2.0 as tool to support organizational learning.

Creating and Sustaining Meta Organizational Memory

2010 ◽  
pp. 184-200
Author(s):  
Susan G. McIntyre
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Knowledge Base ◽  
Management Strategy ◽  
Organizational Memory ◽  
Knowledge Management Strategy ◽  
National Memory ◽  
Knowledge Management Theory ◽  
Collaborative Initiative

The case study of the Chemical, Biological, Radiological-Nuclear, and Explosives (CBRNE) Research and Technology Initiative (CRTI), a Canadian government meta-organizational collaborative initiative, is presented. Multiple federal departments and agencies have a joint responsibility for creating a knowledge base and a national memory for the purposes of protecting the country against CBRNE threats posed by terrorists. The conditions of a meta-organization present particular opportunities and challenges for organizational learning and organizational memory. Organizational learning and knowledge management theory provide the premises for addressing these issues. An intentional knowledge management strategy has been instrumental in organizational learning, resulting in a knowledge base for a collective organizational memory. Ongoing challenges are being addressed by the strategy.

scholarly journals DETERMINING CONTRIBUTORS OF PERFORMANCE IN MALAYSIAN HIGH PERFORMING SCHOOLS

2014 ◽  
Vol 2 (5) ◽  
pp. 13-19
Author(s):  
Rahmad Sukor Ab Samad ◽  
Mohamed Iskandar Rahmad Sukor ◽  
Darwyan Syah
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Knowledge Sharing ◽  
Knowledge Creation ◽  
Sampling Technique ◽  
Organizational Memory ◽  
High Performing Schools ◽  
High Performing ◽  
External Learning ◽  
Intellectual Asset

This research aimed to determine contributors of performance within the vicinity of knowledge management and organizational learning aspects in all 52 High Performing Schools in Malaysia. Purposive full sampling technique was employed and 127 out of 132 respondents consisted of national school headmasters or principals and senior assistant teachers have responded to the distributed questionnaires. The research instrument was developed from 3 theories, namely the theory by Sallis and Jones (2002), Bruce Britton (1998), and Satyendra Singh, Yolande Chan and James McKeen (2006). With the Cronbach’s Alpha value at .965, the obtained data was analyzed by using multiple regression analyses. From the results obtained, 8 predictors were found to be from knowledge management and another 15 from organizational learning. In terms of the assembling element within the capability factor; support culture, communication system and learning application were the contributors towards the performance of high performing schools. Knowledge creation, support culture and integration to strategy were the contributors for the integration element while organizational culture, knowledge sharing, knowledge creation, external learning and organizational memory were found to be the contributors. For the factor of innovation agility; intellectual asset, knowledge sharing, knowledge creation, external learning, mechanism, integration to strategy and learning application were the contributors. Lastly, for competitive actions; intellectual asset, support culture, external learning, integration to strategy and learning application were the contributors towards the performance of high performing schools.

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