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Figure 3.7 Example of a semantic network —“vacation” view
Figure 3.8 Example of a semantic network—“driving” view
Figure 3.9 Wiig hierarchy of knowledge forms
Figure 3.10 The Boisot I-Space KM model
Figure 3.11 Overview of ICAS knowledge management model
Figure 3.12 The key components of the EFQM model
Figure 3.13 Overview of the inukshuk KM model
Figure 3.14 The McAdams and McCreedy model
Figure 3.15 Stankosky and Baldanza’s KM pillars model
Figure 3.16 The Wang and Noe knowledge sharing model
Figure 3.17 The Skandia IC Navigator intellectual capital model
Figure 4.1 An integrated KM cycle
Figure 4.2 The known-unknown matrix (Frappaolo, 2006)
Figure 4.3 The 4I model of organizational learning (Crossan et
al., 1999)
Figure 4.4 Key knowledge acquisition phases
Figure 4.5 Sample knowledge acquisition session template
Figure 4.6 Example of a concept map
Figure 4.7 Example of a decision tree
Figure 4.8 Example of a knowledge taxonomy
Figure 4.9 Example of multifaceted taxonomy for cyberbullying
Figure 5.1 An integrated KM cycle
Figure 5.2 Mapping the flow of knowledge
Figure 5.3 Knowledge flow analysis example (adapted from
Valdis Krebs)
Figure 5.4 Example of a yellow pages
Figure 5.5 Example of a yellow pages (continued)
Figure 5.6 Common characteristics of CoPs (adapted from
Wenger, 1998)
Figure 5.7 Knowledge sharing example: best practice/lesson
8
learned (adapted from APQC, American Productivity and
Quality Centre, http://www/apqc.org).
Figure 5.8 Making CoP interactions visible (adapted from the
Babble system, Erickson & Kellogg, 2000)
Figure 6.1 An integrated KM cycle
Figure 6.2 Illustration of the personalization concept
Figure 6.3 An alternative approach to personalization
Figure 6.4 Example of a semantic network
Figure 6.5 Example of a semantic network (continued)
Figure 6.6 Dynamic profiling system design
Figure 6.7 Components of an EPSS
Figure 6.8 Chunking in content management
Figure 6.9 Sample user and task model
Figure 6.10 KM organizational architecture
Figure 7.1 The cultural component in an integrated KM Cycle
Figure 8.1 An integrated KM cycle
Figure 8.2 Predictive models
Figure 8.3 Black box models
Figure 9.1 An integrated KM cycle
Figure 9.2 Organizational maturity model
Figure 9.3 Community of practice maturity model
Figure 9.4 Balance between fluidity and institutionalization
(adapted from Klein, 1999)
Figure 10.1 An integrated KM cycle
Figure 10.2 High-level balanced scorecard
Figure 10.3 High-level house of quality matrix
Figure 10.4 High-level RMAF
Figure 11.1 Argote model of organizational learning
Figure 11.2 Lessons learned process
Figure 13.1 The KM team in the integrated KM cycle
9
Figure 14.1 The value of a knowledge asset
10
1 Introduction to Knowledge
Management
The store of wisdom does not consist of hard coins which keep
their shape as they pass from hand to hand; it consists of ideas
and doctrines whose meanings change with the minds that
entertain them.
—John Plamenatz (1912–1975)
This chapter provides an introduction to the study of knowledge
management (KM). The history of knowledge management
concepts is outlined, noting that much of KM existed before the
actual term came into popular use. The lack of consensus over what
constitutes a good definition of KM is addressed and the concept
analysis technique is described as a means of clarifying the
conceptual confusion that still persists over what KM is or is not.
The multidisciplinary roots of KM are enumerated together with
their contributions to the discipline. The two major forms of
knowledge, tacit and explicit, are compared and contrasted. The
importance of KM today, for individuals, knowledge communities
and for organizations are described together with the emerging KM
roles and responsibilities, and practitioner and education standards,
needed to ensure successful KM implementations.
Learning Objectives
11
3. Provide an overview of the history of knowledge management
and identify key milestones.
4. Describe the key roles and responsibilities required for
knowledge management applications.
5. Discuss the key benefits to individuals, groups, and
organizations—the value created by KM.
Introduction
12
has given way to knowledge-based organizations. There are fewer
people who need to do more work. Organizational hierarchies are
being put aside as knowledge work calls for more collaboration. The
only sustainable advance a firm has comes from what it collectively
knows, how efficiently it uses what it knows, and how quickly it
acquires and uses new knowledge (Davenport & Prusak, 1998). An
organization in the Knowledge Age is one that learns, remembers,
and acts based on the best available information, knowledge, and
know-how.
The most valuable benefits from KM arise from sharing
knowledge with current fellow employees as well as sharing
knowledge with future (often unknown) employees. The former
focuses on sharing knowledge and ensuring it moves around the
organization so everyone can benefit from best practices (adopt
newer, better ways of doing things) and lessons learned (avoid
repeating things that did not succeed so well). Sharing with present-
day colleagues is called knowledge “use” while preserving
knowledge to be shared with future knowledge workers is called
“reuse.”
In parallel, there are two major goals for KM: improving
organizational efficiency, through knowledge use and reuse, and
increasing the organizational capacity to innovate, through
knowledge use and reuse.
In order to ensure that KM creates value, there is a strong need for
a deliberate and systematic approach to cultivating and sharing a
company’s knowledge base—one populated with valid and valuable
lessons learned and best practices. In other words, in order to be
successful in today’s challenging organizational environment,
companies need to learn from their past errors and not reinvent the
wheel over and over again. Organizational knowledge is not
intended to replace individual knowledge but to complement it by
making it stronger, more coherent, and more broadly applied.
Knowledge management represents a deliberate and systematic
approach to ensure the full utilization of the organization’s
knowledge base, coupled with the potential of individual skills,
competencies, thoughts, innovations, and ideas to create a more
efficient and effective organization.
Increasingly, companies will differentiate themselves on the
basis of what they know. A relevant variation on Sidney
Winter's definition of a business firm as an organization that
13
knows how to do things would define a business firm that
thrives over the next decade as an organization that knows
how to do new things well and quickly. (Davenport & Prusak,
1998, p. 13)
Knowledge management was initially defined as the process of
applying a systematic approach to the capture, structuring,
management, and dissemination of knowledge throughout an
organization to work faster, reuse best practices, and reduce costly
rework from project to project (Nonaka et al, 2000; Pasternack et &
Viscio, 1998; Pfeffer & Sutton, 1999; Ruggles & Holtshouse, 1999).
KM is often characterized by a “pack rat” approach to content: “save
it, it may prove useful sometime in the future.” Many documents
tend to be warehoused, sophisticated search engines are then used
to try to retrieve some of this content, and fairly large-scale and
costly KM systems are built. Knowledge management solutions have
proven to be most successful in the capture, storage. and
subsequent dissemination of knowledge that has been rendered
explicit—particularly lessons learned and best practices.
The focus of Intellectual Capital Management (ICM), on the other
hand, is on those pieces of knowledge that are of business value to
the organization—referred to as intellectual capital or assets.
Stewart (1997) defines intellectual capital as “organized knowledge
that can be used to produce wealth.” While some of these assets are
more visible (e.g., patents, intellectual property), the majority
consists of know-how, know-why, experience, and expertise that
tends to reside within the head of one or a few employees (Klein,
1998; Stewart, 1997). ICM is characterized less by content—because
content is filtered and judged, and only the best are inventoried (the
top ten for example). ICM content tends to be more representative
of peoples’ real thinking (contextual information, opinions, stories)
due to its focus on actionable knowledge and know-how, with the
result that less costly endeavors and a focus on learning (at the
individual, community, and organizational level) results, rather
than on the building of systems.
A good definition of knowledge management would incorporate
both the capturing and storing of knowledge perspective, together
with the valuing of intellectual assets. For example:
Knowledge management is the deliberate and systematic
coordination of an organization’s people, technology, processes,
and organizational structure in order to add value through
14
reuse and innovation. This is achieved through the promotion
of creating, sharing, and applying knowledge as well as through
the feeding of valuable lessons learned and best practices into
corporate memory in order to foster continued organizational
learning.
When asked, most executives often state that their greatest asset is
the knowledge held by their employees. “When employees walk out
the door, they take valuable organizational knowledge with them”
(Lesser & Prusak, 2001, p. 1). Managers also invariably add that
they have no idea how to manage this knowledge! It is essential to
identify that knowledge which is of value and is also at risk of being
lost to the organization, through retirement, turnover, and
competition using the intellectual capital or asset approach. As
Lesser and Prusak (2001, p. 1) note: “The most knowledgeable
employees often leave first.” In addition, the selective or value-
based knowledge management approach should be a three-tiered
one—that is, it should also be applied to three organizational levels:
the individual, the group or community, and the organization itself.
The best way to retain valuable knowledge is to identify intellectual
assets and then ensure legacy materials are produced, and
subsequently stored in such a way as to make their future retrieval
and reuse as easy as possible (Stewart, 2000). These tangible by-
products need to flow from individual to individual, between
members of a community of practice and, of course, back to the
organization itself, in the form of lessons learned, best practices,
and corporate memory.
Many knowledge management efforts have been largely concerned
with capturing, codifying, and sharing the knowledge held by people
in organizations. Although there is still a lack of consensus over
what constitutes a good definition of KM (see next section), there is
widespread agreement as to the goals of an organization that
undertakes KM. Nickols (2000) summarizes this as the following:
“the basic aim of knowledge management is to leverage knowledge
to the organization’s advantage.” Some of management’s motives
are obvious: the loss of skilled people through turnover, pressures to
avoid reinventing the wheel, pressures for organization-wide
innovations in processes as well as products, managing risk, and the
accelerating rate with which new knowledge is being created. Some
typical knowledge management objectives would be to:
Facilitate a smooth transition from those retiring to their
15
successors who are recruited to fill their positions.
Minimize loss of corporate memory due to attrition and
retirement.
Identify critical resources and critical areas of knowledge so that
the corporation knows what it knows and does well—and why.
Build up a toolkit of methods that can be used with individuals,
with groups, and with the organization to stem the potential loss
of intellectual capital.
16
management is to guard and grow knowledge owned by
individuals, and where possible, transfer the asset into a form
where it can be more readily shared by other employees in the
company. (Brooking, 1999, p. 154)
The knowledge management focus is on obtaining and
synthesizing intellectual capital to maximize decision making
and innovation across diverse functions and disparate
locations, thus enabling the clients to become high-
performance businesses and governments. Far more than a
cluster of simple processes, the KM program is also about
developing and rewarding a culture of knowledge-sharing—
encouraging collaboration among their people to problem solve
and build capabilities, regardless of their location. (Accenture)3
Another two definitions, this time from the intellectual or
knowledge asset perspective:
Knowledge management consists of “leveraging intellectual
assets to enhance organizational performance.” (Stankosky,
2008)
“Knowledge management develops systems and processes to
acquire and share intellectual assets. It increases the generation
of useful, actionable, and meaningful information and seeks to
increase both individual and team learning. In addition, it can
maximize the value of an organization’s intellectual base across
diverse functions and disparate locations. Knowledge
management maintains that successful businesses are a
collection not of products but of distinctive knowledge bases.
This intellectual capital is the key that will give the company a
competitive advantage with its targeted customers. Knowledge
management seeks to accumulate intellectual capital that will
create unique core competencies and lead to superior results.”
(Bain & Company, 2011)
A definition from the cognitive science or knowledge science
perspective:
Knowledge—the insights, understandings, and practical know-
how that we all possess—is the fundamental resource that
allows us to function intelligently. Over time, considerable
knowledge is also transformed to other manifestations—such as
books, technology, practices, and traditions—within
organizations of all kinds and in society in general. These
17
transformations result in cumulated [sic] expertise and, when
used appropriately, increased effectiveness. Knowledge is one,
if not THE, principal factor that makes personal,
organizational, and societal intelligent behavior possible. (Wiig,
1993)
Two diametrically opposed schools of thought arise from the library
and information science perspective: the first sees very little
distinction between information management and knowledge
management:
KM is predominantly seen as information management by
another name (semantic drift). (Davenport & Cronin, 2000, p.
1)
Knowledge management is one of those concepts that librarians
take time to assimilate, only to reflect ultimately “on why other
communities try to colonize our domains.” (Hobohm, 2004, p.
7)
The second school of thought, however, does make a distinction
between the management of information resources and the
management of knowledge resources:
Knowledge management “is understanding the organization’s
information flows and implementing organizational learning
practices which make explicit key aspects of its knowledge base
… It is about enhancing the use of organizational knowledge
through sound practices of information management and
organizational learning. (Broadbent, 1997, pp. 8–9).
Knowledge relates to all the capital owned by people and staff
of a company: know-how and expertise, competencies, market
experiences, etc. Knowledge management helps companies
turn this human capital into intellectual capital by creating
value. Unlike content management, knowledge management is
not only about storing documents. It is about increasing people
skills and expertise thanks to sharing. Knowledge management
enables people collaboration and connects them to expertise.
The ability to quickly find a subject matter expert and get the
answer to a question or assistance in solving a problem is a
priority in knowledge management. Knowledge management
prevents companies from constantly reinventing the wheel,
hence the decreasing supply of talent, the retiring boomers, the
staff turnover etc. (Deloitte)4
18
And, some sample definitions from the process/technology
perspective:
Knowledge management is the concept under which
information is turned into actionable knowledge and made
available effortlessly in a usable form to the people who can
apply it. (Patel & Harty, 1998)
Leveraging collective wisdom to increase responsiveness and
innovation. (Frappaolo, 2006)
A systematic approach to manage the use of information in
order to provide a continuous flow of knowledge to the right
people at the right time enabling efficient and effective decision
making in their everyday business. (Payne & Britton, 2010)
The tools, techniques, and strategies to retain, analyze,
organize, improve, and share business expertise. (Groff &
Jones, 2003, p. 2)
A capability to create, enhance, and share intellectual capital
across the organization … a shorthand covering all the things
that must be put into place, for example, processes, systems,
culture, and roles to build and enhance this capability. (Lank,
1997)
The creation and subsequent management of an environment
that encourages knowledge to be created, shared, learnt,
enhanced, organized, and utilized for the benefit of the
organization and its customers. (Abell & Oxbrow, 2001)
A number of other definitions can be found at
http://www.cems.uwe.ac.uk/~rstephen/courses/UFIE95-20-
3/week16/knowledge_management_def.html.
Wiig (1993) also emphasizes that given the importance of
knowledge in virtually all areas of daily and commercial life, two
knowledge-related aspects are vital for viability and success at any
level. These are knowledge assets that must be applied, nurtured,
preserved, and used to the largest extent possible by both
individuals and organizations; and knowledge-related processes to
create, build, compile, organize, transform, transfer, pool, apply,
and safeguard knowledge. These knowledge-related aspects must be
carefully and explicitly managed in all affected areas.
Historically, knowledge has always been managed, at least
implicitly. However, effective and active knowledge
19
management requires new perspectives and techniques and
touches on almost all facets of an organization. We need to
develop a new discipline and prepare a cadre of knowledge
professionals with a blend of expertise that we have not
previously seen. This is our challenge! (Wiig, in Grey, 1996)
Knowledge management is a surprising mix of strategies, tools, and
techniques—some of which are nothing new under the sun:
storytelling, peer-to-peer mentoring, and learning from mistakes,
for example, all have precedents in education, training, and artificial
intelligence practices. Knowledge management makes use of a
mixture of techniques from knowledge-based system design, such as
structured knowledge acquisition strategies from subject matter
experts (McGraw & Harrison-Briggs, 1989) and educational
technology (e.g., task and job analysis to design and develop task
support systems; Gery, 1991).
This makes it both easy and difficult to define what KM is—at one
extreme, KM encompasses everything to do with knowledge. At the
other extreme, KM is narrowly defined as an information
technology system that dispenses organizational know-how. KM is
in fact both of these and many more. One of the few areas of
consensus in the field is that KM is a highly multidisciplinary field.
Multidisciplinary Nature of KM
Knowledge management draws upon a vast number of diverse fields
such as:
Organizational science
Cognitive science
Computer science
Linguistics and computational linguistics
Information technologies
Information and library science
Technical writing and journalism
Anthropology and sociology
Education and training
Storytelling and communication studies
Collaborative technologies such as CSCW and groupware as well
20
as intranets, extranets, portals and other web technologies
The above is by no means an exhaustive list but serves to show the
extremely varied roots upon which KM grew out of and continues to
be based upon today. Figure 1.1 illustrates some of the diverse
disciplines that have contributed to KM.
21
Discovering Diverse Content Through
Random Scribd Documents
of the night, asking a night’s shelter or a dollar to get
up the bay with.”
[181]
CHAPTER XIV
HARVEY MEETS WITH A LOSS
[182]
“I nearly died under all that hay,” he said. “And when
that chap came into the mow and walked toward me, I
had to hold in with might and main to keep from letting
out the biggest yell I ever gave in my life. I expected
that pitchfork to go into my leg every minute. If it had,
there’d have been one scared farmer in Maryland, I tell
you.”
“This will do well enough for now,” said Tom Edwards, [183]
as he bolted a piece of biscuit, hungrily; “but just you
wait till we get into civilization once more, Jack, old
fellow. I’m going to take you to Boston with me, and
we’ll go to the best hotel there, and I’ll order a big
sirloin steak as thick as your two hands, and we’ll sit
and eat till we choke.”
“Can you tell us what time the boat will go up the river
to-day, sir?” he asked.
“Well, I’m going down to the shore,” said the man, “and
I’ll be back this way. You can come along, or wait for
me here. I won’t be gone long.”
The man’s promise to be back soon was not fulfilled, for [186]
it was more than an hour before they saw him
returning. He was burdened, however, with the weight
of the sack, which he had evidently been to the
warehouse to fill. He set it down as he came up to
them, and Harvey offered to carry it a way for him—an
offer which was accepted promptly.
Throwing open the door, the man invited them to enter. [187]
They found themselves within a shabby room, bare of
furnishing, save a wooden table, some chairs,
strengthened with pieces of board, and a horse hair
sofa in one corner, the springs of which had broken
through and were touching the floor.
He went out and left them alone. They sat for a [188]
moment in silence. Then Harvey laughed, as he
surveyed the dingy room.
“I heard that there were tramps got into Warren’s barn, [189]
over yonder, last night,” he said, in a matter-of-fact
tone. “We don’t have much of that around here.
Neighbour Darrell says Warren would give a dollar, and
perhaps more, to catch them. But I says, ‘Probably the
poor fellows didn’t have nowheres else to go, and I
wouldn’t tell on ’em, if I knew where they were.’”
“Jack,” he said, “we’ve got to get out of here, and now’s [190]
our chance. I wouldn’t trust that old rascal another
minute. He may be lying about the lock-up he spoke of
—I don’t believe there’s one for miles around. But he’d
sell us to the first captain that came along. What do you
think?”
What sort of a place they were in, what it consisted of, [191]
and whatever accommodations it might afford them for
a night’s lodging, they had no means of finding out.
They had only a few matches, and these would serve
them but little. They feared to wander about, lest some
rotten timbers should let them through to the cellar, or
whatever might be beneath. The single match they
lighted sufficed to show them all they needed.
“Tom, get up, quick!” he said; and dragged him from [196]
where he lay.
“That thing isn’t loaded,” he asserted. “You can’t fool us. [197]
It won’t shoot.”
“Tom,” cried Jack Harvey, “get your wind for a run now.
We’ve got to get out of here before they bring the
captain and mate and his men after us. We’ll have to
run and trust to luck.”
They were too poor now to pay their fare up the river.
They were worse off than before against the cold or any
storm that might arise; for they had left their oil-skins
back in the cabin, in their flight.
[199]
CHAPTER XV
HENRY BURNS IN TROUBLE
“Well,” said Edward Warren, “I’m for capturing the man [201]
wherever he shows himself, if we can; but I’m not so
sure that I ought to let these youngsters run the risk of
getting into a fight like that.”
“I’ll risk that,” he said. “Don’t you boys worry; we’ll get
Haley, all right. We’ll have young Harvey ashore here
before many days, or I miss my guess.”
“I never did see such all-fired mean luck since I took to [204]
dredging!” he burst out, glowering at the mate, as
though Jim Adams were in some way at fault. “First it’s
that sneaking foreigner, that we took to help Bill out,
that gets away. Who’d have thought he’d ever swum for
it, a night like that, and all that way from shore? I hope
he drowned! I hope he drowned and the dog-fish ate
him. That’s what.”
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