Ontology-Based Competency Management

2005 ◽  
pp. 302-324 ◽  
Author(s):  
Miguel-Angel Sicilia
Keyword(s):  
Knowledge Management ◽  
Human Resource ◽  
Knowledge Creation ◽  
Learning Activities ◽  
Complex Process ◽  
Knowledge Intensive Organizations ◽  
Knowledge Intensive ◽  
Organizational Needs ◽  
Dynamic Cycle ◽  
Competency Management

Learning activities can be considered the final outcome of a complex process inside knowledge intensive organizations. This complex process encompasses a dynamic cycle, a loop in which business or organizational needs trigger the necessity of acquiring or enhancing human resource competencies that are essential to the fulfillment of the organizational objectives. This continuous evolution of organizational knowledge requires the management of records of available and required competencies, and the automation of such competency handling thus becomes a key issue for the effective functioning of knowledge management activities. This chapter describes the use of ontologies as the enabling semantic infrastructure of competency management, describing the main aspects and scenarios of the knowledge creation cycle from the perspective of its connection with competency definitions.

Postmortem Reviews

2011 ◽  
pp. 757-761
Author(s):  
Torgeir Dingsoyr
Keyword(s):  
Knowledge Management ◽  
Collective Learning ◽  
Learning Activities ◽  
Management Activity ◽  
Main Motivation ◽  
Knowledge Intensive Organizations ◽  
Knowledge Intensive ◽  
A Company ◽  
Future Practice ◽  
Initial Knowledge

Postmortem reviews are collective learning activities which can be organized for projects either when they end a phase or are terminated. The main motivation is to reflect on what happened in the project in order to improve future practice—for the individuals that have participated in the project and for the organization as a whole. Projects are the typical way of working in most knowledge-intensive organizations, and postmortems provide a possibility to learn from the projects with little effort, which makes it ideal as an initial knowledge management activity in a company.

Postmortem Reviews

2011 ◽  
pp. 1319-1325
Author(s):  
Torgeir Dingsoyr
Keyword(s):  
Knowledge Management ◽  
Collective Learning ◽  
Learning Activities ◽  
Management Activity ◽  
Main Motivation ◽  
Knowledge Intensive Organizations ◽  
Knowledge Intensive ◽  
A Company ◽  
Future Practice ◽  
Initial Knowledge

Postmortem reviews are collective learning activities which can be organized for projects either when they end a phase or are terminated. The main motivation is to reflect on what happened in the project in order to improve future practice—for the individuals that have participated in the project and for the organization as a whole. Projects are the typical way of working in most knowledge-intensive organizations, and postmortems provide a possibility to learn from the projects with little effort, which makes it ideal as an initial knowledge management activity in a company.

Postmortem Reviews

2011 ◽  
pp. 3175-3182 ◽  
Author(s):  
Torgeir Dingsoyr
Keyword(s):  
Knowledge Management ◽  
Collective Learning ◽  
Learning Activities ◽  
Management Activity ◽  
Main Motivation ◽  
Knowledge Intensive Organizations ◽  
Knowledge Intensive ◽  
A Company ◽  
Future Practice ◽  
Initial Knowledge

Postmortem reviews are collective learning activities which can be organized for projects either when they end a phase or are terminated. The main motivation is to reflect on what happened in the project in order to improve future practice—for the individuals that have participated in the project and for the organization as a whole. Projects are the typical way of working in most knowledge-intensive organizations, and postmortems provide a possibility to learn from the projects with little effort, which makes it ideal as an initial knowledge management activity in a company.

Knowledge Management in University-Software Industry Collaboration

2021 ◽  
pp. 114-130
Author(s):  
Marcello Chedid ◽  
Leonor Teixeira
Keyword(s):  
Knowledge Management ◽  
Software Industry ◽  
Technological Development ◽  
Critical Discussion ◽  
Future Research ◽  
Industry Collaboration ◽  
Future Research Directions ◽  
Knowledge Intensive Organizations ◽  
Knowledge Intensive ◽  
The University

The university-software industry collaboration relationship has been represented a key resource, to the extent that together they can more easily promote technological development that underpins innovation solutions. Through a literature review, this chapter aims to explore the concepts and the facilitator or inhibitor factors associated with the collaboration relationships between university and software industry, taking knowledge management into account. This chapter is organized as follows. In the first section, the authors briefly introduce university, software industry, and knowledge management. The following section, based on the literature reviewed, provides a critical discussion of the university-software industry collaboration relationship, knowledge management in knowledge intensive organizations or community, and knowledge management in collaboration relationship between these two types of industries. Finally, in the rest of the sections, the authors point to future research directions and conclude.

Competency Management using the Competence Performance Approach

2007 ◽  
pp. 83-119 ◽  
Author(s):  
Tobias Ley ◽  
Dietrich Albert ◽  
Stefanie Lindstaedt
Keyword(s):  
Knowledge Management ◽  
Human Resource Management ◽  
Human Resource ◽  
Integrated Assessment ◽  
Assessment Procedure ◽  
Work Processes ◽  
New Approach ◽  
Knowledge Based ◽  
Traditional Approaches ◽  
Competency Management

This chapter introduces a new approach in organizational Competency Management which is based on Korossy’s competence performance approach and which rests on the central idea of connecting competencies to actual job performance. Such an approach has several important benefits when compared to more traditional approaches. First, it brings competency modeling and assessment more closely to the actual work processes and tasks. Secondly, it makes possible validation of the models and the assessment within the modeling and assessment procedure. Finally, it is better able to cope with more dynamic and knowledge based settings. Three case studies in Engineering, Human Resource Management and Research and Development illustrate how the approach is introduced, evaluated and applied. The purpose of the chapter is to inform researchers in eLearning and Knowledge Management of how competencies can be used to support work integrated assessment and learning.

Knowledge Organizations

2011 ◽  
pp. 451-458 ◽  
Author(s):  
Daniel L. Davenport ◽  
Clyde W. Hosapple
Keyword(s):  
Knowledge Management ◽  
World Bank ◽  
Knowledge Based ◽  
Complementary Approach ◽  
Knowledge Intensive Organizations ◽  
Knowledge Intensive ◽  
Knowledge Organizations

An important endeavor within the field of knowledge management (KM) is to better understand the nature of knowledge organizations. These are variously called knowledge-based organizations, knowledge-centric organizations, knowledge-intensive organizations, knowledge-oriented organizations, and so forth. One approach to doing so is to study the characteristics of specific organizations of this type such as Chaparral Steel (Leonard-Barton, 1995), Buckman Labs, World Bank, or HP Consulting (O’Dell, 2003). A complementary approach is to study various frameworks that have been advanced for systematically characterizing the elements, processes, and relationships that are found in knowledge organizations. Here, we examine three such frameworks that are representative of the variety in perspectives that have been advocated for understanding the nature of knowledge organizations. These frameworks share a view that sees knowledge as a key organizational asset that enables action. However, they differ in emphases (e.g., asset vs. action) and constructs.

Construction of Knowledge-Intensive organizations in Higher Education

2009 ◽  
pp. 19-29 ◽  
Author(s):  
Juha Kettunen
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Its Region ◽  
Development Projects ◽  
Knowledge And Skills ◽  
Construction Of Knowledge ◽  
External Impact ◽  
Knowledge Intensive Organizations ◽  
Knowledge Intensive ◽  
Innovation Knowledge

The aims of knowledge management are to create knowledge and stimulate innovation. Knowledge management allows the knowledge of an organization to be located, shared, formalized, enhanced and developed. The challenges of knowledge management lie in creating environments that support knowledge sharing, knowledge creation, and innovativeness. This chapter examines challenges faced by Higher education institutions (HEI) in producing innovations and increasing their external impact on their regions. The most valuable assets of HEIs are the knowledge and skills embodied in human capital. The challenges of innovative HEIs can be derived from their customers’ needs, which usually cannot be met within a single discipline. This chapter explores the multidisciplinary development projects at HEIs and presents implications for the organizational structure supporting innovation and engagement of the institution with its region.

Knowledge Management of Healthcare by Clinical-Pathways

2010 ◽  
Vol 09 (02) ◽  
pp. 119-125 ◽  
Author(s):  
Tomoyoshi Yamazaki ◽  
Katsuhiro Umemoto
Keyword(s):  
Knowledge Management ◽  
Theoretical Model ◽  
Case Studies ◽  
Knowledge Creation ◽  
Clinical Pathways ◽  
Medical Doctors ◽  
New Knowledge ◽  
Healthcare Process ◽  
Knowledge Intensive

Healthcare is a knowledge-intensive service provided by professionals, such as medical doctors, nurses, and pharmacists. Clinical-pathways are used by many healthcare organisations (HCOs) as a tool for performing the healthcare process, sharing and utilising knowledge from different professionals. In this paper, case studies were performed at two HCOs that use clinical-pathways actively in the healthcare process. Theoretical model construction, sharing, utilisation, and creation of the knowledge by different professionals, were tested by the case study of two HCOs which use clinical pathways actively. The theoretical model was a knowledge creation model which creates new knowledge continuously. In this theoretical model, clinical-pathways are suggested to be an effective tool for knowledge management in healthcare.

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