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Aula 3
Este documento apresenta os objetivos e programa da disciplina de Gestão da Informação e do Conhecimento. Discute os trabalhadores do conhecimento e as fases da criação e desenvolvimento do conhecimento organizacional, incluindo fontes do conhecimento, abstração do conhecimento e conversão do conhecimento.
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Mais de Anabela Mesquita
Aula 3
- 1.
- 2. Gestão da Informaçãoe do Conhecimento Objectivos da sessão • Delinear o tipo de trabalho que os trabalhadores do conhecimento fazem • Descrever as fases da gestão do conhecimento • Rever os elementos chave da infra estrutura da gestão do conhecimento e avaliar a sua eficácia no apoio/suporte a um ambiente do conhecimento • Discutir a eficácia dos métodos de transferência de conhecimento organizacional • Descrever os aspectos chave de comunidades de prática efectivas • Aplicar os 5P’s da gestão do conhecimento a contextos de trabalho diferentes • Identificar os aspectos chave que devem ser considerados aquando da integração da gestão estratégica de conhecimento nas práticas de trabalho 2
- 3. Gestão da Informaçãoe do Conhecimento Programa da disciplina Parte II Influências no conhecimento Introdução à gestão estratégica do conhecimento Os trabalhadores do conhecimento Fases do desenvolvimento do conhecimento Infraestruturas da gestão do conhecimento Comunidades de práticas Os 5 P’s da gestão estratégica do conhecimento 3
- 4. O de conh senvolvi m 4 a pe ecimento ento da n form sarem c forçou a econom que a como o om mais s organi ia do f pres orma po conheci cuidado zações erva d m n do e e ser id ento op a o O co aced e e n hec ido ntificado ra, de duç ã nece com ssita imento o , m áx cuid de ser id rganizac ima ado para entifica ional atrav c d és daontribuiç assegura o e gerid A ma sua r ão r eten (por ex a sua o Intro gere ior parte ção) em p lo, conh m os das o pob r ecim seus acti rganiza valor e: nã ento de vos de ções o u conh izado sabem ma form pot e ecim , quem d o que de a muito nciar ento est etém o ve ser O tra o con ratégi heci c comp balh a men o e como onen dor do c to ex t e em onhe isten te cresc cimen de tr im to abal ento no é um Anab e la M esqu ita ho s loc ais
- 5. Trab 5 alhad Anab ela M ores esqu ita conh do ecim ento
- 6. 6 A na t rapid ureza do de c amente trabalho o conh ntextos na direcç evolui traba ecimentorelaciona ão dos s lhad , d e Este ores levando os com rviços e do c o no se s ind iv onhe à emerg cime ên com u con íduos ba nto. cia dos Aplic os di hecime seiam-s v n e prob am o ersos pr to pesso forteme lema seu con oblemas al para l nte Os s e s ou h situa eciment e situaçõ ar id aqui us pape ções o pe ssoa es. s remo ição de is incluem l a os n com delar o s ova info a contí b n regu inando eu conh rmação p ua larm e e Estas ente process cimento, ara para a que pess gera ndo infor as su oas usa r nov m os ou ação São v as m m ãos p mais a tputs . intel alorizad ara p sua c ectu as pe rodu a b eç zir v a Anab ais e la M las s ua s c alor do esqu ont r i ita buiç õe s
- 7. 7 Possu conh em vár ecim io ento s tipos d Know orga e proc what – nizac esso fonte io n a asse s org s, sis l dete guram a anizac temas rmin io Know ado realizaçã nais qu e tipo e difer who de tro de – abal unid entes in reconhe ho pode ades divíd cime de c m fu organiz uos, gru nto de onhe ncionar acionai pos e Know cime nto co m s q ue o f on reali how tes co m zar t – capa conj plex arefas m cidade e ref unto as recor entais de teste lexiv de técn rendo a , inovas (anál icas ana um Anab ação ise, p líticas e la M esqu ) esqu ita isa,
- 8. Know 8 expl why – c i toma car e jus ompetên das tifica cia p Know r as d ar ecisõ a iden where – es t adeq ificar e e capacid prob uadas pa ncontrar ade para lema ra re fonte Know solve r um s avali when – reali ar o temphabilida zar d o óp de p taref a as etermina timo par ra Know das a cçõe a poss if – a se ntec testa ibilidade ipação d dete r a adequ s futuras e rmin p adas ação de ara acçõ Anab e la M es esq uita
- 9. dese Fase 9 nvolv s de Anab ela M do c imen esqu ita onhe to cime nto
- 10. 10 Ao co elem ntrári quan entos, o de ou se to to mai o conh tros natu rna, des usadoecimen capareza dinvido à , melho to dupl cidade âmica sua r entreicar o c para d. A chav várias onhec istribu vers e para pesso imento ir e orga atilidad o seu v as é a nizaç e na alor Ele p ões. s e nece ode re nova ssário duzir o poups comppara ap tempo opor ar cus etênci rende t São i tunidados em as e r dent es pe ificad as 5 rdida conh fase ec sn s. cime Anab nto a criação e la M de esqu ita
- 11. 11 O con med heci rede ida qumento reali senha e é evolu even zação do atr ià cont tos, in de no avés d pess acto c forma vos a Pode oas. om outças our ão (con resid pers hecim ir no i acedonaliz ento ndivíd pess ido at ado / uo com oas ouravés tácito) recu o artef arma das o , ser perá acto zena utras Artefa vel. do conh ctos ser u ecime são fo dese tilizad nto q ntes d pess nvolv as ou ue pod e oas idas em por o utras An abel a Me squi ta
- 12. Fases da criaçãodo conhecimento organizacional Fase Cria Fontes do conhecimento Alicerces ricos e precisos para um desenvolvimento contínuo de conhecimento Abstracção do Princípios, teorias e conceitos para orientar um desenvolvimento conhecimento contínuo de conhecimento Conversão do Conceitos abstractos que são convertidos em aplicações e conhecimento resultados Difusão do conhecimento Compreensão partilhada Desenvolvimento e Conhecimento adaptável e flexível acomodando contextos em refinação do mudança conhecimento 12 Anab e la M esqu ita
- 13. Fontes do conhecimento 13 A identificação de um hiato de conhecimento entre o que se sabe e o que se precisa de saber é, frequentemente, um estímulo para começar o processo de criação de conhecimento. Em resposta, a organização revê as fontes detidas pelos indivíduos ou outros recursos organizacionais. A este processo de aproximar o máximo de fontes possível dá-se o nome de fontes do conhecimento. Anab e la M esqu ita
- 14. : in cluir dos o dem ializado e rar p espec a c onsid v io ou r es) ntes mento pré onsulto quivos, As fo nheci s, e.g. C anet, ar o Co ivídu o d a( d ializa onais (in tra in ec s esp anizaci e Fonte s org dos d gisto Rec.) ia tec as, e stu t ci a prév iblio e g. B Exp eriên rnas (e. ias s exte ênconte peri f Fonte etc.) exe. Estaporque caso , pa e rtir d tant adas r ap o iz em nte imp o utilo que m os ag c ndiz ma fo te, pou lham ros, co re é u i A ap ias entemen o parteus er v prérequ íduos nã os s fonte s é, f indiv ram com de d as os rende l da ibiois ap tros cess a aesultad ou z e iq ueca os r A rluen ia inf ela Mes quita 14 Anab
- 15. 15 D ep gera ois de an e conm-se pr alisar a cons ceitos pincípios s fontes o do A es trução d ara gui gerais, , e nto abst te proce o novo ar na teorias A absracção doscoodá-scoonheciment s e nhe c n om e ajud tracç o. i m en d ra cç ã ão to. e surg a a estru do con ec im conh idos a p turar os hecime conh ecimen artir das insightsnto orien ecimen to e a ex fontes aspe tadoras to a par trapola de ctos ti r que básicas r de linh novo Abst c onh Enqu tenham e de ou as conf anto os eme tros iarão mais rgid conh ecim m ai s expe o. fo ont en n os ri ime essees para vto, servieu própr ntados expe conhec alidar o ndo as o io fonte rimentaimento, u enriq utras s ext d o u erna os confis menosecer s. arão mais Anab nas e la M esqu ita
- 16. 16 A a bs t fonte tracç ão d s red as vá com plex uz a rias facto idad res a e do anali sere s sado m que sep nova ermi conv s ide te ertam ias s utiliz ando em r e sólid esult u a e d ma estr ados e con utura fianç a. Anab e la M esqu ita
- 17. 17 O co aplic nhecim prob ado em ento nec o do A par lemas novos coestsixa de ser e nto t ne conh tir da a tos e vária ecimen bstracç que s forma to conveão, o ver sã parti podem s de apl rte-se e ec im l ha d s i m A con as er testadcações ú vers as e teis desc ão vária reve a f do conh refin s ideiasase dura ecimen Co n c onh espe ados nu e princ nte a qu to dese cífico. P m result ípios sã al as pode nvolvim ode dar ado o aced m ser a ento de origem idos rmaz a a enad rtefacto o os e s que Anab e la M esqu ita
- 18. 18 O co n codi hecim ficad ento p Conh o ou emb ode ser aque ecimen ebid g guard le q to c ue p codifi o. outra ado e ode se cado é nece s pessoacedido r trans ssário. Pas, quan por com formad ode ser do linhao model o em ar s or i o te Co n h enta s, equaç factos dora o con ecimen s ões, indiv hecime to emb parti íduos. P nto táci ebido é histó lhado a ode ser to dos cons rias, metravés d el ho e s táforas o u Anab e la M esqu ita
- 19. 19 Éad conh ivulga ç codi ecimen ão / p ficad a t o ouo deportilha do o A dif emb is de dos vusão p e nto ebid ão d intra ários ode s m víde net, reu eios ( er fe o. de n os), a niõe newisa atrav t dem ovas través s, sem letters és pr d in , ec im suce onstraç áticas,a modeários, Difu s níve sso da ões ou das lação l detid de condifusão formaç eficá o pela hecim depen ões. O cia d audi ento d A dif os ca ência préve do c onh o rec usão é nais e io disp a e int eptor pmais e onív eis. egra o ficaz nos s r o q de com qua conh eus co ue es pree ndo ser mecimennstruto tá a ou nder ais d to em s men vir ifícil b t de trebido ais. O ansm pode Anab itir. e la M esqu ita
- 20. 20 O des refin envo o proação dlvime to e cont cesso o con nto e do testainuam de hecim en to atrav r o co ente r ento adic és de nhecim mode é im en a ção (por ionais expe ento elar e e cim luga exem e de friênci cont r ao d plo, poeedba s a partiextos esenv de da ck o flexi lha e que en lvime r ref in nvolv resu bilida a inter coraj nto d expeltado d e par acção em a e d c on h Tal c riênc a ref a ado , i l omb as). exão, fpzar o t flexi i a er asse bilida nação De se conhgura qde e r de actuaecime ue o igor l e te nto p m u t e rm a ilida nec de e Anab e la M esqu ita
- 21. Infra 21 estru Anab ela M tura esqu ita da GC
- 22. 22 Sistem que as e apoi proces gest a ão d m a cria sos orga o con ção e nizac heci 3 tipos iona men a l to infra princi estru pais de stão Ge tura: Técnic Tecn ca / ológ Socia l ica Anab e la M esqu ita
- 23. 23 Infra estru O ap tura de o conh io aos gest proc ecime trabal ão sign essos onto e a hadore de gest ificativa rganiz gestão s do e nto ão d Têm o comente acionaisdos nhec os res afec gran t de f o de im imento. ultados am tura s criaç ntes, to p da ão d mad acto na Forn e prá a de ticas deciidentific ec im asse ecem inov são e ação orga gura os rec a dor nizacr que o ursos as Pode iona s obj e o ap . e stru obst m con is sã ectiv oio áculo tribu o atingid s o para Os g s, à G ir / fa os. c onh dese estores C cilita r, ou oper mpenh são re criar asse acion o da spon s s e ou guramais que unidadáveis pe l efec tros rec que o piderames In fra lo facil tivam urso ess .E com itado ente. Os são uoal, as les r s fi activo contre comogestor ados nanças idad olado parc actua es. r das eiro, como Anab taref e não e la M as e esqu ita das
- 24. 24 Infra e strut Os tr ura d e a conh balhad gest auto ecimen ores do ão de dos snomia e to esper e nto eus g confi am Uma estor ança tura s es por p com gestão arte gest suce do co ão ab sso req nhecim ec im parti lha. erto, quuer um e ento A um e en corastilo de e stru a org nível m je a traba anizaçã acro, a c onh atrav lhadore o apoia forma co práti és das s s do co os seus mo afec cas de e uas pol nhecime trabata a capa mpregoíticas e nto In fra activ lhadore cidade també dese idades d s na reas dessesm jada s. e conhelização n cime a Anab e la M esqu nto s ta i
- 25. 25 Infra e strut A ge stã ura d e trata ão de gest de reten do rec recurs ão e nto estím ção, derutame os hum ulo d senv nto, anos Alinh os fu olvim tura s dos ma os e ncio en nário to e prior embrsforços s ec im atrav idades os co indi m v estra és das organ as iduais tégia práti izacio GRH s ade cas e nais e stru nas o opera quad as resp rganiz a todos c onh gent onsabi ações. os nív apene na or lidade É da eis Cada as de uganizaçde mui parte gesto m gru ão e n ta In fra p dese deste r desem o reduão colabnvolvimpapel penha zido. orad ento no uma ores dos s Anab eus e la M esqu ita
- 26. 26 Infra e strut Inclue ura tecn ológ de m os gest ica e nto ão fi siste nanc ma a clien t eira, s de proje es, recur tura s regis ctos, s os h tos, bibli uma ec im Apoi otec nos, a as, e trans m no reg tc. m i infor issão e sto, e stru maçã parti oec lh a d c onh Uma onhe e d cime as po as barre nto lítica iras p dete rmin s de aces ode ser In fra infor a s maçã do tipo d o a o e Anab e la M esqu ita
- 27. Infra e 27 strut Perm ura s ocial prof item i as t mem ssionais rocas soc de e outro bros da ntre os iais e e nto s par orga São m ceiro nizaçã s oe tura s valor uito orga es en influenc ec im grau nizaç fatizado iados pe s los se ce com ão (por e pela ntra que a orgxemplo, e stru grup praz o, ên no indiví anizaçã o os, a fase a cu duo ou n o c onh ou co m r o ncor biente c to ou lon A GC renc o ial) laborati o g dese pode co vo In fra socia nvolvime ntribuir l na o nto d co rgan o cap m o izaçã ital Anab o e la M esqu ita
- 28. Prote conh cção 28 ecim do Anab ela M esqu ita orga ento nizac iona l
- 29. 29 O co negónhecim que cio é a ento c iden foi acum uele entral a q valortificado uladoconhec o disse izado, , publi , tendo imento mina captu came sido A org do n rado nte asse anizaç a org e a staff gurar q ão tem nização pres se cent ue os m que conhervaçã ram na embr ecim o des gera os do Para ento se crític ção e prec isso, os o conh isam d funcio e impo ecimen saber nários pode rtante to que qual o resu m con e de q é real cont ltados f tribuir ue formmente direcinuado inais – para os a orga ção es reconh requer nizaç traté ecim um ão. gica e Anab da nto da el a Me squi ta
- 30. 30 Permi de c itindo a onhe O con cimetransferê nto ncia do h prec ecim e nto e efe isa de s ento crít l io na a tod ctivameer regul ico cçã o nece os os qu nte diss armente ssite e m e dele minado e cim O au n iz ac conh mento d form ecimen o valor P rote as in a como to mudo do co nh ocor teracçõ a comun u a rem e nas os estratéicação e org a 3 mo delo rgan gicas de c s de izaçõ dem onhecim transfe es evoluonstram ento rênc ia orga tiva d a nat nizac a com ureza iona unica l ção Anab e la M esqu ita
- 31. 31 Anab e la M esqu ita
- 32. Desafi 32 orga ios que as penização se colo infor ssoas tr à medid cam à maçã ocam a qu do Objec o e se a e e nto l dapt io na form tos do am: cçã o conh as explí conhec capt ecimen ícitas de imento – e cim aceduradas, to que s n iz ac algu idas e a armazenão P rote que ns probl daptada as, são u e s sado mas à m . Surgem co nh Propr s: edid org a gost iedade a cont am d in te poss ribu e ser re lectual a serto embo conheci – as pes Unifo difíc ra a p das p soas il de r el r mi z a çã o deteopriedado seu r mi n Pers onal ar e que a ização obje abordag Anab pers ctos? Ab em na u onal t e la M esqu izaçãordagemilização o? Ex s d cepç tandardestes ita ões? ou
- 33. 33 Grupo inter os de pe parti esses comssoas co de lham uns q m i ca conh colab ecim o seu ue ento oram ade s e prát Menta estão lidade seus ligad colect inter os atrav ivista – unid proc uram esses co és dos Grupo colaboramuns e gerid s não fo r C om devi os que e rmais, a do a xiste uto pess o oal d compro m os se miss us m o emb Anab e la M esqu ita ros
- 34. Os 5 P’s d estra a ge 34 stão Anab tégic ela M esqu ita conh a do ecim ento
- 35. 35 Anab e la M esqu ita
- 36. 36 Um pl cuid anea ado mento e nto conh asse ecim gura defin ento que ido e cent o Estraté apoiado ral é ea m para gias cui criar dada proc siste s esso s efe mas e Pla n mon ctivo itora a lon r a su se go p a ef i uma razo cácia b oa facil GC itam Anab e la M esqu ita
- 37. 37 A GC para confia conh fornece nas pes usareecimen rem o soas oa s m co to e o També m eficá Pe ss para m con cia dos s o desen tribuem istem volvi A cria as men to com ção d e rede unidade uma são es de con social e impo lement hecime com rtantes os nto unid ade de qualq uer Anab e la M esqu ita
- 38. 38 Vários s proc s sistema es so esso se s er e s pre stab cisam facil elec de itare idos para Proc trans ma ferên conh cia d ecim e mem ento bros entre orga e can os nizaç ais d ão a Anab e la M esqu ita
- 39. 39 uto s Uma d obje efinição ctos Pro d conh crític clara dos ecim os de resu e ltado nto e pres s per erva m ção e ite a su aces a so Anab e la M esqu ita
- 40. 40 Os res long sultados o ser c prazos de curto mon onsidera precisam e n ho i asse torados dos e de gura para com unid r que a m pe conh ad e d efec ecimento e t sua e ivamente está conh stratégia a constr Des e ecim uir a A aval ento de com iação é p da G onente uma C im p o rtant e Anab e la M esqu ita
- 41. Rela ção e ntre conh gest a 41 ecim ão do Anab ela M ento esqu ita estra ea tégia
- 42. 42 As org nece ganizaçõ ssita es capa m de cida as ne de d enfatizar e ant cess ecip a a GC idades fut ar activ deve ser uras id v v orga ade fun ista com nizaç dam ão enta o a ela f l da acilit conh aau ecim tiliza com ento ção d un e o ênfa idade e xistente se n o c n realm s asp oloca a a e a org ente imp ctos aniza ortan ção tes p ara Anab e la M esqu ita
- 43. 43 Partilh conh a do com ecimen o petê to co e ão d Está p ncia centmo t égi a e nt o pro rátic om a ral acar ovida, atem de s dandinhada ( poiada er Ges t e stra para o a opo por exe e e ci m dese os func rtunidadmplo, com nvolver ionários e aplicpetênciaem as su con h conh ar os se s nesta as prom ecimen us área , adeq oven tos, disp uada do reco o n ib s , mpe tecn ilizan nsas o lo g ias, e do tc.) Anab e la M esqu ita
- 44. 44 O des uma envolvim o e com unid ento de ão d t égi a estra e nt o conh tégic a de ade ecim de a ento Ges t poio nece e stra e ci m Por e ssita exem lider plo, a a travé acom nça e s da con h p form anhame a n mem a assegu to de b r ligad ros se se ar que o os e ntem s valor izado s Anab e la M esqu ita
- 45. 45 o A GC e ão d t égi a e nt o valor deve ad à com iciona As pe r Ges t unid e stra ade e ci m q ue ss oas d o es f evem vale orço senti a pe f r gera na; q eito na G ue a con h vanta C orga GC nizaç gens par ão aa Anab e la M esqu ita
- 46. 46 A GC sisté é um p mico roce O con comple sso te r orga hecim xo ser i nizacionento s a re desedentifica al preci para nvolvid do, sa de utiliz assegu o e part ação rar q ilhad A infra é optimue a sua o Idei a orga estru izada dese nizaciontura impo mpenha al enco rtante n um pap efec rajamen o el tiva to de uma GC Anab e la M esqu ita
- 47. 47 Anab e la M esqu ita
- 48. 48 What know types o ledg f wor cu s unde e wo k do rtake rkers : How d ? tio ns deve oes kno y ’s fo lop? wled How c ge q ues optim an know orga ised in ledge b To da nisat e ions? Lectu Deb re Refer owsk e i, Ch nce: apte Anab r2 e la M esqu ita
Notas do Editor
- #5 Page 31 Our knowledge economy has forced organisations to consider more carefully how knowledge operates, and how it may be identified, preserved and accessed. The holders of strategic knowledge are critical assets who also need to be recognised and retained within the organisation. Many organisations manage their knowledge assets very poorly: they often have little understanding of what should be valued, who holds critical strategic knowledge and how existing knowledge can be maximised to achieve the greatest value for the organisation. Knowledge work is increasing in importance and frequency, thereby placing greater pressure on knowledge management strategies.
- #7 LO1 - Page 31 – 32. As a result, knowledge workers now abound in many organisations. These workers are expected to draw on their expertise and theoretical knowledge to make judgements and decisions. They consistently draw on their existing knowledge to work on problems or to resolve new situations. In addition, they build new knowledge as part of their work roles, learning from past experience to ensure improved performance in the future. Knowledge workers are generally focused on using their intellectual assets as their main work focus. This is in contrast to those who work with their hands and produce physical or tangible products. Thus, the knowledge worker should be valued for the intellectual contributions which are made to the organisation.
- #8 Page 31 – 32. Knowledge workers possess many different forms of knowledge. For example, they may be valued for any or all of the following forms of organisational knowledge: Know what – sources, systems and organisational processes which assist with undertaking knowledge work Know who – awareness of the different individuals, groups, and organisational units which can act as knowledge sources on important issues Know how – the capacity to perform complex mental tasks using a range of analytical and reflective techniques (such as analysis, researching, testing, innovation) Know why – the ability to explain and justify the decisions which are made Know where – the capacity to identify and find suitable sources of guidance on a problem Know when – the ability to judge the optimal time to undertake certain actions and tasks Know if – the anticipation of future possibilities to test the suitability of potential courses of action.
- #9 Page 31 – 32. Knowledge workers possess many different forms of knowledge. For example, they may be valued for any or all of the following forms of organisational knowledge: Know what – sources, systems and organisational processes which assist with undertaking knowledge work Know who – awareness of the different individuals, groups, and organisational units which can act as knowledge sources on important issues Know how – the capacity to perform complex mental tasks using a range of analytical and reflective techniques (such as analysis, researching, testing, innovation) Know why – the ability to explain and justify the decisions which are made Know where – the capacity to identify and find suitable sources of guidance on a problem Know when – the ability to judge the optimal time to undertake certain actions and tasks Know if – the anticipation of future possibilities to test the suitability of potential courses of action.
- #11 LO2 - Page 32. Organisational knowledge is a complex activity, as it evolves and builds on many influential sources. As each person interacts with various sources of knowledge, the individual’s insights are reshaped and altered. This dynamic nature of knowledge makes it a valuable commodity in any organisation, but it also places greater pressure on firms to manage and monitor the ways in which organisation is evolving. The collective activities of many employees contribute to the growth and refinement of the organisational knowledge. Over time, new ways of thinking and problem-solving have been introduced, so that the collective insights of many people can be used to enrich decision-making. Think-tanks, committees and working parties are examples of the ways organisations have moved toward building greater collective knowledge. Within organisations, people spend much time creating new organisational knowledge or refining knowledge previously created. Five phases of creation can be identified – as the next slide illustrates.
- #13 O processo de criação de conhecimento é dinâmico e responsivo (dá respostas) extraindo estímulos e feedback a partir de uma variedade de fontes durante os vários estádios. Este feedback pode influenciar a construção do conhecimento subsequente pois fornece estímulos / indicações e informação que é considerada e avaliada. Vamos ver cada fase em detalhe Figure 2.1 (page 33) in the text provides a simple depiction of the five stages of organisational knowledge creation. Each of these will be explored in the next slides. When reviewing each of these phases, students are encouraged to consider how the process is undertaken by an individual as well as a collective group. In organisations, knowledge can be developed by individuals who hold that knowledge and provide it on request to others. Alternatively, it may be developed collectively by a group through learning and ongoing experience. Thus, organisational knowledge can be a complex interchange of what individuals know, and what various individuals contribute to a broader knowledge development process. These two layers will be explored in the following slides.
- #14 (Page 32 – 33) Stage 1 of the knowledge development relates to the process of identifying the sources of knowledge which can be accessed. Ideally, a number of sources should be accessed to create a stronger basis for the knowledge. Unfortunately, there are many instances where knowledge is generated from a very small number, or convenient sources, rather than the optimal avenues which should be explored. (Page 32-33.) Knowledge is best developed by accessing a range of sources. Some of these might include: The specialised prior knowledge of individuals Expert guidance from those with specialised and detailed knowledge Organisational records, including the intranet and archives External sources, including the Internet, libraries and other forms of guidance Prior experience acts as an important source of knowledge. This is often underused in organisations, where mistakes are repeated because people do not share their learning and errors with others. Collective knowledge development increases the capacity to draw on the expertise and learning of others, so that all members of the group build higher levels of understanding.
- #16 (Page 33 – 34) The various sources of knowledge need to be drawn together and digested, so that a coherent view of the learning is developed. Knowledge abstraction describes the construction of the new principles, theories and concepts which assist with developing the new knowledge. These framing devices offer a mechanism for testing the ideas which are subsequently generated. Different processes are undertaken by those with different experience. An expert will draw heavily on his/her knowledge and prior experiences, with some additional refinement from other sources. Much of this analysis might be quite intuitive, reflecting the highly advanced mental schemas which operate. A novice, on the other hand, will rely more extensively on external sources of guidance to create a schema. This will gradually be refined as experience in the area is gained. It is critical to recognise that this stage of abstraction must have sufficient time to gestate and evolve. It explains why many working parties and committees can take considerable time to reach an outcome. The discussion may seem fruitless and circuitous, but it may actually be building some very important common principles and strategies.
- #18 (Page 34) Knowledge needs to be applied into new contexts and problems. Using the developed schema, it contributes to effective management of new problems and issues. Knowledge conversion will be enacted in different ways, depending on the type of outcome which is desired. For example, it may lead to the development of knowledge artefacts which can be stored and accessed by other members of the organisation. This is called codified knowledge, in that it can be accessed by others as needed. In contrast, embodied knowledge is kept by an individual, and cannot be readily replicated without interacting with that individual. A highly expert source who has specialist knowledge which draws on many years of experience, will be more likely to generate embodied knowledge. This can still be shared, but it will often be provided within a specific context, through stories, personal advice and other forms of interchange. Codified knowledge, on the other hand, may be quite versatile in nature.
- #20 (Page 34) Knowledge is best shared. The diffusion of knowledge provides maximum benefit for the organisation, as it ensures the expertise of many individuals can act as sources for others, and further refines the knowledge conversion process. Diffusion can be undertaken using a range of channels. For example, knowledge can be communicated using a range of media such as newsletters, the intranet, seminars, videos and other forms of communication. Experts might share their knowledge by coaching others. Demonstrations can also be helpful in modelling good practices for others to emulate. Where high level expertise is being disseminated, it is important to provide some scaffolding for learners. Those with limited background in an area may need stronger support to build an adequate mental structure of how this knowledge can be used and applied. Those with existing knowledge will find it easier to integrate new insights into their existing knowledge.
- #21 (Page 34) A challenge for organisations is that knowledge is very dynamic: each new experience reshapes both collective and individual knowledge recipients. This can challenge organisations, as they need to regularly monitor and update their knowledge sources and applications of knowledge to ensure they are working from strong principles. Thus, the challenge for organisations is to build a careful process of encouraging widespread interaction and sharing of knowledge, and to provide sufficient flexibility to enable the adaptation of processes following further learning and growth. This combination of flexibility and rigour is an important feature of effective knowledge management.
- #23 LO3 – Pages 35 – 41 Knowledge management is a complex activity which requires an integrated approach across a number of major systems and processes. Three major infrastructure zones relate to the managerial, technical and social aspects of the organisation. Each of these needs to reflect and support the principles of knowledge management to ensure its full adoption by members of the organisational community. Each of these will be explored in turn.
- #24 A criação de conhecimento organizacional confia em muitos sistemas e processos que constituem a infra estrutura organizacional. 3 tipos de estruturas existem na maior parte das organizações: gestão, técnica e social Pages 35 -36 Managerial infrastructure provides a supportive framework for resourcing, decision-making and innovative practices, so that knowledge activities can be successfully pursued. Management provides the resources and support to ensure those goals are achieved. Generally, managers are responsible for the effective resource utilisation of their staff, finances, resources and overall performance of the operational unit they head. In knowledge-intensive communities, the manager generally operates as both facilitator and partner with knowledge workers. Successful knowledge management requires an open management style which encourages sharing across the organisation. Silo mentalities, which promote withholding of knowledge can be major barriers to sharing knowledge.
- #25 A criação de conhecimento organizacional confia em muitos sistemas e processos que constituem a infra estrutura organizacional. 3 tipos de estruturas existem na maior parte das organizações: gestão, técnica e social
- #26 Page 36 Human resource management (HRM) facilitate the recruitment, retention, development and nurturing of staff within the organisation. HRM focuses on developing the optimal employee support systems and rewards to achieve maximum organisational benefit. Its key purpose is to align the people processes with the corporate priorities, so that each individual strives to achieve these goals. In a knowledge-intensive community, people need to be encouraged to learn and grow as part of their normal work expectations. HRM is the responsibility of many people across the organisation. It is not just a role that a central group undertakes. Every manager plays a role in encouraging good deployment of staff members.
- #27 Page 36 - 37 Various technical and information management systems including those related to financial, information, records, customer, human resources, project and library management offer strong support to the knowledge management process. They assist people to share and transfer information and knowledge. Effective organisational systems facilitate the ongoing recording, transmitting and sharing of information and knowledge. Some barriers are systems operating with different technical structures or restricted access to systems. The organisation needs to be conscious of how it encourages knowledge practices through its systems and their management. Important systems include the library and information services within the organisation, and the processes by which records are managed and maintained.
- #28 (Page 38 – 41) Social infrastructure is often taken for granted in many organisations. However, in knowledge intensive communities, the way in which social interaction is encouraged and supported strongly influences the effectiveness of the social and professional interchange across members of the community. The values in an organisation impact on the social infrastructure. For example, the degree to which the organisation encourages a collective or an individual focus , long-term or short-term emphases and a competitive or collaborative outlook will influence the social community. Knowledge management can assist with developing a social community, as it seeks to share and build trust across many different members of the organisation. It encourages the creation of social capital, that is the building of sustained and robusted relationships which encourage interchange and sharing. Implicit in this concept is the valuing of these processes by the organisation.
- #30 LO4, Page 41 – 2 The challenge for organisations is to manage their knowledge effectively, so that the important components are accessible and recognised when and as needed. The knowledge core is that knowledge which is identified, publicly valued, captured and disseminated by the organisation. It is the essential knowledge which is required to undertake the key business activities of the unit. An important organisational goal would be to ensure the right knowledge is generated and distributed. To facilitate this diffusion, it is important that each staff member is able to access and identify the knowledge that most assists with the organisational outcomes. In order to do this, employees need to know what is important and how they can contribute to the outcomes. This requires ongoing awareness of the strategic directions of the organisation.
- #31 Page 42 – 43. Organisations need to ensure their critical knowledge is regularly and effectively disseminated to all who need it to perform their roles. In many organisations, communication has been a barrier to knowledge sharing, as it has regulated the flow of information between parties. As the value of knowledge has increased, modes of interaction have also changed to enable more flexible knowledge transference. Mintzberg and Van der Heyden have explored the ways in which knowledge transference occurs. Their models of the knowledge chain, hub and web reflect the growing evolution of the communication of processes. These are explored individually over the next slides.
- #33 Pages 44 – 45. Knowledge transference opens up some challenging issues for organisations, as people exchange and adapt information. One type of knowledge source which is increasing in variety and sophistication is knowledge objects. These sources are explicit forms of knowledge which are captured and recorded in a form which can be retrieved and adapted by others. Some issues arise as these objects are used and re-used. Organisations need to consider how they will approach the ownership of the original ideas which generated the object. People like to be recognised for their contribution, although ownership becomes more difficult to determine when it is a work product used by many. Preservation of individual ownership may not be a beneficial or wise strategy in a knowledge intensive community. Organisations may also wish to consider how they approach the use of knowledge objects. Should a standardised approach be followed, so that all users develop objects with a similar feel, or should the capacity to customise and adapt be supported?
- #34 Page 45 – 46: LO6 Communities of practice are important elements of a knowledge intensive organisation. They are not formally constructed groupings, but rather, evolve over time. CoPs generally grow through a common need to share and collaborate. Members remain connected while they have a common purpose and interest. As they are not structurally organised, they facilitate interaction of many different parties – regardless of seniority or location. CoPs have a strong collectivist mentality: they bond through their common interest and generally seek to build good collaboration across their members. They seek to share as much as possible. A feature of CoPs is that they are self-managing: no one is in charge. Instead, members maintain the group’s cohesion through their personal interest and commitment. KM Viewpoint 2.3 provides an interesting example of an Australian CoP which transcends organisational boundaries.
- #43 LO7 – pages 48 – 50 Knowledge management needs to be regarded as a fundamental activity of the organisation. It facilitates effective use of the expertise which is to be found in that community, and encourages a stronger focus on the real issues and focus of the organisation. However, the evolving nature of the knowledge community means that knowledge workers must continue to build new skills and capabilities. This capacity building relates to the ongoing development of new competencies and skills to meet future challenges. Capacity building encourages employees to anticipate future needs and to prepare for them. A core competency which needs to be cultivated is knowledge sharing. Organisations need to actively encourage this practice, and to assist employees with the necessary skill and know-how to apply this competency. Similarly, the knowledge community needs strong leadership and guidance to ensure members feel connected and valued. This also requires strong leadership. A final principle is that knowledge management should add value to the community. People should feel that the effort spent on knowledge management is worthwhile; that it generates major advantage to the organisation. In particular, it needs to be sympathetic to the nature of the individual organisation.
- #47 In conclusion, the following points need to be re-emphasised: Knowledge management is complex: it impacts on all aspects of the organisations systems and practices – from communication through to the human resource management systems. It needs to be reflected across all the layers of activity which occur. Optimal use of organisational knowledge can only be achieved if it is carefully managed. This includes the identification, development, retention and sharing of knowledge which is strategically critical. The infrastructure of the organisation needs to be recognised as playing a significant role in creating an effective knowledge environment. As systems, activities and outcomes align, there is increasing encouragement to see knowledge management as every individual’s business.
- #49 Students may wish to reflect further on these questions. Knowledge work What type of work do they anticipate doing when they finish their course? How does this reflect the knowledge work described in KM Viewpoint 2.1. They might find it interesting to consider how well their course is preparing them for this role… Knowledge development Students might like to think about how they develop their own knowledge. Do the five phases reflect their processes? How much time do they spend on reflection and exploration of concepts before applying that learning? Knowledge optimisation There have been many issues raised in this chapter. Students may like to think about which strategies they regard as most critical if knowledge management is to be firmly established and cultivated in an organisation. They might like to consider how infrastructure contributes, or whether values are most critical. How much support should there be for communities of practice? What role does communication play?