People gain knowledge if they learn from experience. Learning is thus a vital component of knowledge management and its ultimate end. Collective learning comes from participating in the social processes of collaboration, sharing knowledge, and building on one another's ideas.

1. The views expressed in this presentation are the views of the author/s and do not necessarily reflect the views or policies of the Asian
Development Bank, or its Board of Governors, or the governments they represent. ADB does not guarantee the accuracy of the data included
in this presentation and accepts no responsibility for any consequence of their use. The countries listed in this presentation do not imply any
view on ADB's part as to sovereignty or independent status or necessarily conform to ADB's terminology.
Managing Knowledge
at Work
Olivier Serrat
2012

2. Data, Information, and Knowledge
• Data are discrete and objective facts, measurements, or
observations that can be analyzed to generate information.
• Information is data that have been categorized, analyzed,
summarized, and placed in context in a form that has
structure and meaning.
• Knowledge is a combination of data and information, to
which is added expert opinion, skills, and experience,
resulting in a valuable asset that aids decision making.
• Knowledge is what you learn from experience—before,
during, and after the event.

3. Knowledge Assets
Explicit Knowledge
• Is codified knowledge
• Can be expressed in writing, drawings, computer programs, etc.
• Can be transmitted in various forms
Tacit Knowledge
• Is knowledge that people carry in their heads
• Is rooted in skills, experiences, insights, intuition, and judgment
• Is hard to communicate but can be shared in discussions,
storytelling, and personal interactions

4. Knowledge Assets
Explicit Knowledge = Media-based
Tacit Knowledge = In people's head
Paper-based, multimedia,
digitally indexed, digitally
active, etc.

5. Core Knowledge Activities
Create
Knowledge
Store
Knowledge
Share
Knowledge
Use
Knowledge
Identify
Knowledge
The routine of core knowledge activities
comprises five components.
Requirements
1. Activities should be aligned
or integrated into business
processes.
2. Activities should be balanced
according to the specificities
of each process and
organization.
A knowledge management solution
should not focus on one or two
activities in isolation.

6. Knowledge Management
• Knowledge management is the fusion of
information management and organizational
learning.
• Knowledge management is the explicit and
systematic management of processes enabling
vital individual and collective knowledge resources
to be identified, created, stored, shared, and used
for benefit.
• It is the provision of the right knowledge to the
right people at the right time, in such ways that
people can apply it to improve organizational
performance.

7. Pillars of Knowledge Management
Learning
LearningOrganization
Organizatio
n
Technology
Technology
Management Science Organizational Development Computer Science Cognitive Psychology
Multiple Disciplines, including
Environment
Economy Polity
Technology
Society
Strategic Framework
Leadership
Leadership

8. Pillars of Knowledge Management
Pillar Function Typical Activity
Leadership Drive values for
knowledge
management.
 Identify knowledge critical to learning in ADB.
 Conduct work-centered analysis.
 Plan high-level strategic approach.
 Establish goal and prioritize objectives.
 Define requirements and develop measurement program.
 Promote values and norms.
 Implement strategy.
Organization
Organize to support
values for knowledge
management.
 Identify critical knowledge gaps, opportunities, and risks.
 Develop business process model.
 Engage key audiences with incentives.
Technology
Collect and connect
knowledge.
 Enhance system integration and access.
 Deploy intelligent agents for people.
 Exploit semantic technologies.
 Reuse existing capabilities in new ways.
 Monitor, measure, and report knowledge performance metrics.
Learning
Cultivate and utilize
virtual teams and
exchange forums for
knowledge
management.
 Enliven collaboration.
 Facilitate communities of practice.
 Encourage storytelling.
 Recognize and reward knowledge sharing.

9. • Learning is the acquisition of knowledge or skills through
instruction, study, and experience.
• Learning is driven by organization, people, knowledge, and
technology working in harmony—urging better and faster
learning, and increasing the relevance of an organization.
• Learning is an integral part of knowledge management and
its ultimate end.
Data WisdomInformation Knowledge
Know WhyKnow HowKnow What
Reductionist Systemic
Learning

10. Learning from Experience

11. Managing Knowledge at Work:
Are Job Competencies Sufficient?
Core Competencies
• Application of Technical Knowledge and Skills
• Client Orientation
• Achieving Results and Problem Solving
• Working Together
• Communication and Knowledge Sharing
• Innovation and Change
Managerial Competencies
• Managing Staff
• Leadership and Strategic Thinking
• Accountability
• Inspiring Trust and Integrity

12. Common Platforms for Knowledge
Management and Learning
• eStar addresses ADB's need to
create, review, and manage
documents.
 It provides a framework for
document management,
document workflow, and
records management.
 It can be a repository of final
documents.
 It improves search, access, and
retrieval of information that
can be accessed through
myADB.

13. Common Platforms for Knowledge
Management and Learning
• myADB is a web content
management tool that
provides a single access point
to
 ADB's information
resources;
 A services catalog;
 Favorite links;
 Staff directory; and
 C-Cube directory.

14. Common Platforms for Knowledge
Management and Learning
• C-Cube supports the work of communities of practice
for communication, coordination, and collaboration
inside and outside ADB.
Its features include
 Instant messaging (chats);
 Discussions forums;
 Web conferencing (e.g., net
meeting and desktop sharing);
 Document storage;
 Calendars;
 Blogs; and
 Wikis.

15. Competencies for Knowledge
Management and Learning
• Strategy Development
A strategy is a long-term plan of action to
achieve a particular goal.
 Behavior and Change
 Emergence and Scenario Thinking
 Institutional Capacity and Participation
 Knowledge Assets
 Marketing
 Organizational Learning
 Partnerships and Networks of Practice

16. Competencies for Knowledge
Management and Learning
• Management Techniques
Leadership is the process of working out the right things to
do. Management is the process of doing things right.
 Branding and Value
 Complexity and Lateral Thinking
 Linear Thinking
 Organizational Change
 Talent Management

17. Competencies for Knowledge
Management and Learning
• Collaboration Mechanisms
When working with others, efforts sometimes turn out to be
less than the sum of the parts. Too often, not enough
attention is paid to facilitating effective collaborative
practices.
 Collaborative Tools
 Communities of Practice and Learning Alliances
 Leadership
 Social Innovations
 Teamwork

18. Competencies for Knowledge
Management and Learning
• Knowledge Sharing and Learning
Two-way communication that take place
simply and effectively build knowledge.
 Creativity, Innovation, and Learning
 Learning and Development
 Learning Lessons
 Dissemination
• Knowledge Capture and Storage
Knowledge leaks in various ways at various times.
 Knowledge Harvesting
 Reporting
 Technology Platforms

19. A Possible Taxonomy
of ADB's Knowledge
ADB's knowledge falls into four categories that marry tacit and
explicit forms:
• Lending and Nonlending Operations Knowledge. This is
largely tacit, even if official knowledge products are strictly
codified and there is much potential to better learn before,
during, and after implementation in more explicit ways.
• Sector and Thematic Knowledge. This is largely tacit, but
communities and networks of practice increasingly offer ways
to make that know-how explicit. More and more, strategic
partnerships include knowledge components too.

20. A Possible Taxonomy
of ADB's Knowledge
• Research Knowledge. This is primarily explicit. However, staff
also hold a wealth of tacit research know-how in their subject
areas and research methods, as well as insights about how
their work fits into the wider development context.
• Business and Corporate Knowledge. This is primarily explicit
know-how about the corporate framework, for example, the
operational policies, operational procedures, project
administration instructions, and business processes. Much
codified project-management knowledge lies in databases.
Tacit "street-wise" knowledge also exists.

21. Organizational Competencies for
Knowledge Management and Learning
Level Strategy Development Management Techniques Collaboration Mechanisms
5
• ADB's knowledge products and
services are clearly identified.
• Knowledge management is
embedded in ADB's business
plans.
• A set of knowledge
management tools is available
and well communicated, and the
capacity to apply them is
strengthened actively.
• Managers recognize and
reinforce the link between
knowledge management and
organizational performance.
• Managers regularly apply
relevant knowledge
management tools and act as
role models.
• Terms of reference for staff
contain references to knowledge
management.
• Collaboration is a defining
principle across ADB.
• Networks have clearly defined
roles and responsibilities and
tangible deliverables, and
conduct
4
• Discussions of ADB's knowledge
products and services are
frequent.
• A knowledge management
strategy exists but is not
imbedded in ADB's business
plans.
• A set of knowledge
management tools is available
and understood
• Knowledge management is
considered to be everyone's
responsibility.
• A few positions are dedicated to
knowledge management.
• Managers increasingly display
leadership behaviors that
encourage knowledge
management.
• There are incentives for
knowledge management.
• Networks are organized around
business needs and are framed
by a governance document.
• Relevant management tools for
collaboration are in place and
well used.
• External parties are included in
some networks.

22. Organizational Competencies for
Knowledge Management and Learning
Level Strategy Development Management Techniques Collaboration Mechanisms
3
• There are ongoing discussions
about developing a knowledge
management strategy.
• A few job descriptions include
knowledge capture, sharing,
and distillation.
• A broad range of knowledge
management tools are used
across ADB.
• Knowledge management is
viewed as the responsibility of a
specialist working group.
• A few managers talk the talk
and sometimes walk the walk.
• Staff use networks and working
groups to achieve results.
• Peers help peers across ADB's
organizational boundaries.
• Formal collaboration
mechanisms are created
2
• Many staff say that sharing
knowledge is important to ADB's
success.
• A few staff use knowledge
management tools to learn and
share.
• A few managers give staff the
time to share knowledge and
learn, but there is little visible
support from the top.
• Ad hoc personal networking to
achieve objectives is used by
individual staff members who
know one another. This is
increasingly recognized as vital
to ADB.
1
• Isolated staff with a passion for
knowledge management begin
to talk about how important—
and difficult—it is.
• Knowledge management is
viewed as a fad.
• Many managers still believe that
knowledge is power.
• Managers think that networking
leads to lack of accountability.
• Knowledge hoarders seem to be
rewarded.
• There are few cross-cutting
collaborations.
• Silos (hierarchical categories)
are hard to break down.
• Asking for help is considered to
be a weakness rather than a
strength.

23. Organizational Competencies for
Knowledge Management and Learning
Level Knowledge Sharing and Learning Knowledge Capture and Storage
5
• Prompts for learning are built into ADB's
business processes.
• Staff routinely find out who knows what,
inside and outside ADB, and talk to them.
• A common language, templates, and
guidelines support effective knowledge
management.
• Networks act as guardians of knowledge
products and services.
• Knowledge is easy to access and retrieve.
• Selected knowledge products and services
are sent to potential users in a systematic
and coherent manner.
• High priority knowledge products and
services have multiple managers who are
responsibility for updating, summarizing,
and synthesizing them.
• Exit interviews and handovers are used
systematically.
4
• Learning before, during, and after is the way
things are done in ADB.
• Beneficiaries and partners participate in
review sessions.
• External knowledge plays a role in shaping
program or project processing and
administration.
• Key knowledge is kept current and easily
accessible.
• An individual staff member acts as the
guardian of each knowledge asset, and
encourages people to contribute. Many do.

24. Organizational Competencies for
Knowledge Management and Learning
Level Knowledge Sharing and Learning Knowledge Capture and Storage
3
• Staff can easily find out what ADB knows.
Examples of knowledge sharing and
knowledge use are highlighted and
recognized.
• Peers help peers across ADB's organizational
boundaries.
• Networks take responsibility for knowledge
management and store it in one location in a
common format. Some knowledge is
summarized for easy access by others.
• Searching knowledge products and services
before embarking on a program or project is
encouraged, as is sharing lessons
afterwards.
• Exit interviews and handovers become
common currency.
2
• Individual staff members learn before doing
and program review sessions.
• They sometimes capture what they learn for
the purpose of sharing but few colleagues
access it in practice.
• A few working groups capture lessons
learned after a program or project and look
for knowledge before starting a program or
project.
• There is potential access to much
knowledge, but it is not well summarized.
1
• Staff are conscious of the need to learn from
what they do but are rarely given time.
• Sharing is for the benefit of specific working
groups.
• Individual staff members take the time to
capture lessons but do so in a confusing
variety of formats.
• Most staff do not contribute to knowledge
products and services, and few search them.
• No exit interviews and few handovers take
place.

25. Assessing Perceptions of Levels
of Organizational Performance
Interface
Strategy
Development
Management
Techniques
Collaboration
Mechanisms
Knowledge
Sharing and
Learning
Knowledge
Capture and
Storage
OED–OED  X  ? 
OED–ADB  ? X X
OED–IEC   
ADB = Asian Development Bank, OED = Operations Evaluation Department, IEC = international evaluation community.
Note:  = more than half of the items in the questionnaire were rated as "often the case" to "always the case" by most of the respondents; ? = half
of the items in the questionnaire were rated as "often the case" to "always the case" by most of the respondents, while the other half were
created as "sometimes the case" to "never"; X = more than half of the items were rated as "sometimes the case" to "never" by most respondents.
Source: ADB. 2008. Auditing the Lessons Architecture. Manila. Available http://www.adb.org/publications/auditing-lessons-architecture
This 2007 survey of perceptions aimed to:
• Evaluate the perceived level of OED's organizational performance per competency
area.
• Measure awareness of and identified gaps in OED's knowledge products and
services using the five competencies framework.

26. The Promise of Knowledge
Management and Learning
Leadership
Technology
Learning
Organization
Performance
Today
Performance
Tomorrow

27. • ADB. 2008. Notions of Knowledge Management.
www.adb.org/Documents/Information/Knowledge-
Solutions/Notions-Knowledge-Management.pdf
• ——. 2009. Glossary of Knowledge Management.
www.adb.org/publications/glossary-knowledge-management
• ——. 2009. The Roots of an Emerging Discipline.
www.adb.org/publications/roots-emerging-discipline
• ——. 2009. Building a Learning Organization.
www.adb.org/publications/building-learning-organization
• ——. 2009. A Primer on Organizational Learning.
www.adb.org/publications/primer-organizational-learning
Further Reading

28. • ADB. 2010. Seeding Knowledge Solutions Before, During, and
After. www.adb.org/publications/seeding-knowledge-solutions-
during-and-after
• ——. 2011. InFocus: Knowledge Solutions.
www.adb.org/publications/focus-knowledge-solutions
Further Reading

29. Quick Response Codes
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Development Timeline
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