Postmortem Reviews

Author(s):  
Torgeir Dingsoyr

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.

Author(s):  
Torgeir Dingsoyr

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.


2011 ◽  
pp. 3175-3182 ◽  
Author(s):  
Torgeir Dingsoyr

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.


Author(s):  
Miguel-Angel Sicilia

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.


Author(s):  
Marcello Chedid ◽  
Leonor Teixeira

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.


Author(s):  
Petter Gottschalk

The knowledge-based view of the firm has established itself as an important perspective in strategic management. This perspective builds on the resource-based theory of the firm. The knowledge-based view of the firm implies that information systems are designed to support knowledge management in organizations. Knowledge management can be defined as a method to simplify and improve the process of sharing, distributing, creating, capturing, and understanding knowledge in a company. Knowledge management is description, organization, sharing, and development of knowledge in a firm. Knowledge management is managing knowledge-intensive activities in a company. Knowledge management refers to identifying and leveraging the collective knowledge in a company to help the company compete. Knowledge management is a method for achieving corporate goals by collecting, creating and synthesizing and sharing information, insights, reflections, thoughts, and experience. Knowledge management is a discipline focused on systematic and innovative methods, practices, and tools for managing the generation, acquisition, exchange, protection, distribution, and utilization of knowledge, intellectual capital, and intangible assets (Montana, 2000). The purpose of knowledge management is to help companies create, share and use knowledge more effectively. Effective knowledge management causes fewer errors, less work, more independence in time and space for knowledge workers, fewer questions, better decisions, less reinventing of wheels, improved customer relations, improved service, and improved profitability. Knowledge management is purported to increase both innovation and responsiveness. The recent interest in organizational knowledge has prompted the issue of managing knowledge to the organization’s benefit (Alavi & Leidner, 2001).


Author(s):  
Daniel L. Davenport ◽  
Clyde W. Hosapple

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.


Author(s):  
Juha Kettunen

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.


2011 ◽  
pp. 396-411
Author(s):  
Audrey Grace ◽  
Tom Butler

In the knowledge economy, a firm’s intellectual capital represents the only sustainable source of competitive advantage; accordingly, the ability to learn, and to manage the learning process are key success factors for firms. The knowledge management approach to learning in organizations has achieved limited success, primarily because it has focused on knowledge as a resource rather than on learning as a people process. Many world-class organizations, such as Procter & Gamble, Cisco Systems and Deloitte Consulting, are now employing a new breed of systems known as Learning Management Systems (LMS) to foster and manage learning within their organizations1. This article reports on the deployment of an LMS by a major US multinational, CEM Corporation, and proposes a framework for understanding learning in organizations, which highlights the roles that LMS can play in today’s knowledge-intensive organizations.


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