Knowledge Management and the Organisational Learning

2012 ◽  
pp. 453-471
Author(s):  
António Amaral ◽  
Madalena Araújo
Keyword(s):  
Knowledge Management ◽  
Organisational Learning ◽  
Lessons Learned ◽  
Organisational Routines

Our proposal is aimed at creating an organisational framework for managing the knowledge produced, as well as incorporating the lessons learned in the daily organisational routines. The purpose is to better respond to the problems that may occur and therefore, strategically realign the organisation towards efficiency and results improvement.

Encouraging millennials to collaborate and learn on the job

2015 ◽  
Vol 14 (4) ◽  
pp. 118-123 ◽  
Author(s):  
Lauren Trees
Keyword(s):  
Knowledge Management ◽  
Best Practices ◽  
Social Networking ◽  
Age Groups ◽  
Lessons Learned ◽  
Retention Rates ◽  
Direct Access ◽  
Content Type ◽  
Business Outcomes ◽  
Wide Range

Purpose – The purpose of this paper is to present enterprise social networking and gamification as two potential tools to help organizations engage Millennial employees in collaboration and learning. Design/methodology/approach – The research provides general descriptions of enterprise social networking and gamification approaches, shares data on adoption of these approaches from APQC’s “2015 Knowledge Management Priorities Data Report” (based on a January 2015 survey of 524 knowledge management professionals) and includes four company examples adapted from APQC’s Connecting People to Content and Transferring and Applying Critical Knowledge best practices studies. The methodology for APQC’s best practices studies involves screening 50 or more organizations with potential best practices in a given research scope area and identifying five or six with proven best practices. APQC then conducts detailed site visits with the selected organizations and publishes case studies based on those site visits. Findings – Enterprise social networking platforms are in place at 50 per cent of organizations, with another 25 per cent planning to implement them by the end of 2015. By providing near-immediate access to information and answers, enterprise social networking helps Millennials learn the ropes at their new workplaces, gives them direct access to more knowledgeable colleagues who can assist and mentor them, and helps them improve their business outcomes by reusing knowledge and lessons learned across projects. Younger workers can also harness the power of social networking to create a sense of belonging and build their reputations in large, dispersed firms, where it is particularly difficult for them to gain visibility. A recent APQC survey indicates that 54 per cent of organizations either currently employ gamification to encourage collaboration or expect to implement it within the next three years. The rush to gamify the enterprise is, at least in part, a reflection of employers’ desire to satisfy Millennials and make them feel connected to a community of co-workers. Although games appeal to a wide range of age groups, Millennials grew up with digital interaction and tend to prefer environments that emphasize teamwork, social learning and frequent feedback – all of which can be delivered through gamification. Originality/value – The value of this paper is to introduce the value of and relationship between enterprise social networking and gamification platforms to human resource (HR) professionals looking to increase engagement and retention rates for Millennial employees.

Beginning a journey of knowledge management in a secondary school

2016 ◽  
Vol 20 (2) ◽  
pp. 364-385 ◽  
Author(s):  
Kai Wing Chu
Keyword(s):  
Knowledge Management ◽  
Secondary School ◽  
Knowledge Sharing ◽  
Knowledge Base ◽  
Lesson Study ◽  
Lessons Learned ◽  
Digital Archive ◽  
Case Study Methodology ◽  
Content Type

Purpose Despite the fact that schools should be places where learning occurs, most schools have overlooked the importance of knowledge. In contrast, commercial firms have recognized knowledge as a strategic intangible asset and a key resource of the enterprises. Therefore, enterprises have already harnessed knowledge to a great extent with wide practice of knowledge management (KM). The purpose of this paper is to show that KM could be applied to the education sector similar to the practice in the business world for leveraging intellectual assets. This paper examines how schools can kick off the process of KM implementation. This paper also reports what have been done and what should be done in KM implementation better in a school. This can give insights for schools which will try KM in near future. Design/methodology/approach The paper uses a case study in a secondary school to explore how KM can be kicked off and sustained in a school setting. A KM system called knowledge base and a document management system called Digital Archive were developed to serve as the infrastructure for knowledge sharing. Lesson study and communities of practice (CoPs) were adopted to be the platforms for knowledge sharing among teachers in the school. A case study of the processes and lesson learned was done in this paper. Multiple sources of data, including observations, questionnaires and interviews, have been collected for evaluation. Findings In this paper, KM implementation was found to be effective through dual approaches: information-based and people-/interaction-based approaches. A knowledge base and a Digital Archive as knowledge repositories and lesson study and CoPs as platforms for knowledge sharing have been successfully established to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Challenges faced and the related coping strategies during the process of implementation were shared and reflected. It was also found that building sharing culture is the critical turning point of the process of KM implementation. Breaking through the barrier of sharing was found to be very essential to KM implementation. Research limitations/implications This paper adopts case study methodology to report the process of KM implementation in a school. Although these results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study will be a strong empirical evidence of research of KM implementation, especially in schools. Because of the limited number of prior studies and the importance of the pioneering work of launching KM implementation, this paper tries to address the research gap by using theory building from cases as a research strategy rather than theory testing research, especially in “how”and“why” in the steps of kicking off KM implementation in an unexplored research area. Practical implications This paper shows a case of KM implementation in a school with thoughtful procedures of implementing information-based and people-/interaction-based approaches. The paper is a showcase that will shed light on the processes and lessons learned and also helps to provide a model for schools who are interested in applying KM in their schools. Social implications Most people might think that KM can be applied only in commercial sector. This paper shows that KM can also be adopted in schools as well as other sectors. Originality/value This paper represents one of the pioneering work of implementing KM in a school. It hopes to make contributions for KM implementation also in the public sector within which are non-profit-making organizations.

Knowledge management

2014 ◽  
Vol 14 (1) ◽  
pp. 108-134 ◽  
Author(s):  
Morteza Shokri-Ghasabeh ◽  
Nicholas Chileshe
Keyword(s):  
Knowledge Management ◽  
Success Factors ◽  
Research Study ◽  
South Australia ◽  
Lessons Learned ◽  
Extensive Literature ◽  
Management Support ◽  
Content Type ◽  
Critical Success ◽  
Methodological Triangulation

Purpose – A research study has been undertaken at the University of South Australia to introduce application of lessons learned process in construction contractors ' bidding process in the context of knowledge management. The study aims to identify barriers to effectively capture lessons learned in Australian construction industry and how knowledge management can benefit from lessons learned application. Design/methodology/approach – The research study has been undertaken through conducting a “methodological triangulation” and “interdisciplinary triangulation”. This involved an extensive literature review of knowledge management, organisation learning, lessons learned and associated processes and administration of a questionnaire to a sample of construction contractors operating in Australia to elicit opinions on the main barriers to capturing lessons learned, practices such as existence and retention of documentation procedures. A total of 81 useable responses were received from 450 organisations. Response data were subjected to descriptive and inferential statistics with correlation analysis to examine the strength of relationship among the barriers. Findings – The top-3 barriers to the effective capturing of lessons learned were “lack of employee time”, “lack of resources” and “lack of clear guidelines”, whereas, “lack of management support” was the least ranked barrier. The study established that despite the majority of the ACCs having formal procedures for recording the tenders submitted and their outcomes, only a minority actually retained the lessons learned documentation for each project. The larger contractors were found to be more aware of the importance of lessons learned documentation. A comparative analysis with previous studies also found a disparity in the ranking of the barriers. Research limitations/implications – The majority of the participants were small construction contractors in Australia. The reason is that the researchers were not aware of the contractors ' size prior to inviting them for participation in the research study. Second the findings may not generalize to other industries or to organisations operating in other countries. Originality/value – The findings of this survey help ACCs to understand the importance of lessons learned documentation as part of lessons learned implementation and identify the barriers to effectively document their lessons learned. The study provides insights on the barriers and proposes advocated solutions in form of drivers and enablers (critical success factors) of organisational learning capturing among the Australian construction contractors. By reviewing the current literature, “post-project reviews” and “lessons learned” as important elements of organisation learning knowledge transfer, are addressed. Finally, contribution of this study to knowledge and practice has been discussed in this paper.

scholarly journals Metamodelo de gestión de conocimiento a partir de análisis so¿cial de lecciones aprendidas [Metamodel knowledge management from social analysis of lessons learned]

2015 ◽  
Author(s):  
José Fernando López Quintero ◽  
Juan Manuel Cueva Lovelle ◽  
Begoña Cristina Pelayo García-Bustelo ◽  
Carlos Enrique Montenegro Marín
Keyword(s):  
Knowledge Management ◽  
Social Network ◽  
Web Services ◽  
Web 2.0 ◽  
Semantic Analysis ◽  
Lessons Learned ◽  
Personal Knowledge ◽  
Redes Sociales ◽  
Functional Architecture ◽  
Amazon Web Services

Este artículo describe el desarrollo de una arquitectura funcional orientada a la Gestión de Conocimiento Personal (GCP), definido desde el concepto de las lecciones aprendidas que se registran en una red social de uso masivo. Esta arquitectura funcional aplica de forma práctica la implementación de un sistema de registro de las lecciones aprendidas personales, en la nube a través de una red social Facebook. El proceso inicia con la adquisición de datos a partir de la conexión a una base de datos no relacional (NoSql) en SimpleDB de Amazon Web Services y a la cual se le ha configurado un algoritmo de análisis complementario para realizar el análisis semántico de la información registrada de las lecciones aprendidas y de esta forma estudiar la generación de Gestión de Conocimiento Organizacional (GCO) desde GCP. El resultado final es el diseño de una arquitectura funcional que permite integrar la aplicación web 2.0 y un algoritmo de análisis semántico a partir de información no estructurada aplicando técnicas de aprendizaje de máquina.Palabras Claves: Gestión de conocimiento, gestión de conocimiento personal, lecciones aprendidas, análisis semántico, computación en la nube, redes sociales, aprendizaje de máquina.This paper shows the development of a functional architecture oriented Personal Knowledge Management (PKM), defined from the concept of lessons learned that are registered in a social network for mass use. This functional architecture applied in a practical implementation of a registration system for personal lessons learned in the cloud through a social network Facebook. The process begins with the acquisition of data from the connection to a non-relational database (NoSQL) in SimpleDB of Amazon Web Services and which you have set up a complementary analysis algorithm for semantic analysis of information recorded lessons learned and thus study the generation of Organizational Knowledge Management (OKM) from PKM. The final result is the design of a functional architecture that enables web 2.0 application integration and semantic analysis of an algorithm from unstructured information using machine learning techniques.Keywords: Management of knowledge, management of personal knowledge, lessons learned, semantic analysis, computing in the cloud, social networks.

Integrating IS Security With Knowledge Management

2019 ◽  
pp. 267-283
Author(s):  
Murray Eugene Jennex ◽  
Alexandra Durcikova
Keyword(s):  
Knowledge Management ◽  
Literature Review ◽  
Knowledge Sharing ◽  
Lessons Learned ◽  
Future Research ◽  
Knowledge Capture ◽  
Knowledge Sourcing ◽  
Research Areas ◽  
Is Security ◽  
Job Postings

Knowledge management focuses on capturing and sharing knowledge. Because of this, KM researchers tend to focus on issues related to knowledge capture, storage, and sharing. However, because knowledge is valuable, it is a target needing to be protected. This chapter posits that KM researchers and practitioners also need to think about security and explores how important security skills are to KM practitioners and researchers. A literature review was performed to determine how much attention is paid by KM researchers to knowledge security. Additionally, KM job postings were examined to determine if security skills are considered important by those hiring KM practitioners. Next, a survey was prepared for exploring security attitudes of KM practitioners as an area of future research. Finally, future research areas for IS security are proposed that can greatly benefit from lessons learned in the areas of both knowledge sharing and knowledge sourcing.

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