Piloting Knowledge Management: Lessons Learned from the Small-Scale Approach to Design and Implementation at ETS,

2012 ◽  
pp. 284-304
Keyword(s):  
Knowledge Management ◽  
Lessons Learned ◽  
Small Scale ◽  
Design And Implementation

Knowledge Management in Higher Education and Professional Development in the Construction Industry

2011 ◽  
pp. 2355-2368
Author(s):  
Fung Fai Ng
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Knowledge Management ◽  
Lifelong Learning ◽  
Construction Industry ◽  
Business Processes ◽  
Knowledge Society ◽  
Continuing Professional Development ◽  
Lessons Learned ◽  
Design And Implementation

Development of a ‘knowledge society’ affects not only enterprises and organisations, but also individuals. Lifelong learning and continuing professional development are essential for graduates and workers to remain competent and competitive. Hence, knowledge management is not only important in business processes, but also in education. As the importance of knowledge management in the construction industry is growing, competence in knowledge management is essential for graduates of curricula related to the construction industry. Design and implementation of such curricula should take into account methods for enriching the knowledge management competences of students in higher education. This chapter reports on lessons learned from the design and implementation of a particular module where principles of knowledge management are integrated into the learning activities.

Knowledge Management in Higher Education and Professional Development in the Construction Industry

2011 ◽  
pp. 150-165 ◽  
Author(s):  
Fung Fai Ng
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Knowledge Management ◽  
Lifelong Learning ◽  
Construction Industry ◽  
Business Processes ◽  
Knowledge Society ◽  
Continuing Professional Development ◽  
Lessons Learned ◽  
Design And Implementation

Development of a ‘knowledge society’ affects not only enterprises and organisations, but also individuals. Lifelong learning and continuing professional development are essential for graduates and workers to remain competent and competitive. Hence, knowledge management is not only important in business processes, but also in education. As the importance of knowledge management in the construction industry is growing, competence in knowledge management is essential for graduates of curricula related to the construction industry. Design and implementation of such curricula should take into account methods for enriching the knowledge management competences of students in higher education. This chapter reports on lessons learned from the design and implementation of a particular module where principles of knowledge management are integrated into the learning activities.

scholarly journals Knowledge Management for Rural Industries using Cloud Computing

2019 ◽  
Vol 8 (11S) ◽  
pp. 435-441
Keyword(s):  
Cloud Computing ◽  
Knowledge Management ◽  
Lessons Learned ◽  
Small Scale ◽  
It Services ◽  
Process Data ◽  
Business Units ◽  
Improved Performance ◽  
The Many ◽  
Rural Industries

About more than two decades ago, the practice of Knowledge Management (KM) was started. Also their importance was understood by the many growing and developed organizations. Now it becomes as an importantly integral and inherent component of any business units. Knowledge management (KM) is actually the process of creating, sharing, using and managing the knowledge and information of any organisation. Actually to achieving organisational objectives, it refers to a multidisciplinary approach. This is by making the best use of knowledge. KM efforts focus on organisational many of the objectives. Some of these are like improved performance, competitive advantage, innovation, the sharing of lessons learned, integration and continuous improvement of the organisation. “Rural industries” refers to the small-scale activities that took place in communities where the dominant economic pursuits revolved around agriculture or natural product extraction. Such industry supported these activities and processed their output. Cloud computing is defined as “the practice of using a network of remote servers hosted on the Internet to store, manage, and process data, rather than a local server/personal computer.” Because of Information and Computer Technologies (ICT), it is possible to put many innovative fruitful ideas into KM practices. In reality this expresses the new trends in KM. This also justifies that, various newly developed technologies have impacted on, how the knowledge is managed? One of advanced, most predominant technology is Cloud Computing, ofcourse within the ICT. The way IT services are provisioned, it has significantly impacted. The rural industries can now get the advantage of such hosted services for major IT activities. This is nothing but KM through the means of Cloud Computing. Before the advent of Cloud Computing, earlier it was beyond their budget.

Lessons Learned from Small Scale Field Test Demonstrating CO2 EOR and Geologic Storage at Wellington Field in Southern Kansas

2019 ◽  
Author(s):  
Yevhen Holubnyak ◽  
Willard Watney ◽  
Tiraz Birdie ◽  
Dana Wreath ◽  
George Tsoflias ◽  
...  
Keyword(s):  
Field Test ◽  
Lessons Learned ◽  
Small Scale ◽  
Geologic Storage ◽  
Scale Field ◽  
Co2 Eor

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.

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