Characterizing Knowledge Maturing - A Conceptual Process Model Integrating E-Learning and Knowledge Management

Characterizing Knowledge Maturing: A Conceptual Process Model for Integrating E-Learning and Knowledge Management 2 University of Innsbruck School of Management Information Systems [email_address] http://iwi.uibk.ac.at/ 2 FZI Research Center for Information Technologies Information Process Engineering Karlsruhe, GERMANY [email_address] http://www.fzi.de/ipe Ronald Maier 1 Andreas Schmidt 2

Outline
Motivation
Knowledge Maturing Process: the model
Criteria for characterizing the different phases
Two examples for disruptions in the process
formalization vs. ad-hoc training
distribution in communities vs. formalization
Conclusions

Motivation
The "knowledge flow" in companies is far from optimal although various LMS, KMS and other learning support systems are in place
Key problems:
(implicit) conceptual differences between the different disciplines that deal with “learning in organizations”
current models suggest a rather smooth transition and ignore the differences

Observations
Analysis of the knowledge flow
The nature of knowledge changes
deepened level of understanding
increasingly conceived as a part of a broader whole
metaphors: consolidate or mature
Different forms of learning are appropriate for different levels of maturity
emergent ideas cannot be taught via seminars or courses
variet y of content types available in organizations which represent knowledge and are used in ad-hoc learning situations
standardized courses are efficient for well-established bodies of knowledge

Organizational Information Processing

Knowledge Maturing Process Emergence of ideas Distribution in Communities Formali- zation Formal training new ideas common terminology ad hoc incorporation into training entering into common curricula communication artefacts FAQ entries forum contributions text books courses certificates redesign of the organisation learning objects patents best practices personal notes Ad hoc training project reports case studies lessons learnt formal structure Information artefacts e-learning knowledge management HR development informal learning formal learning

Characteristics (1)
Interconnectedness/contextualization
„ learning is network creation“
increased number of explicit connections to other topics
decrease of implicit contextualization
Teachability
how much effort is needed to teach it?
how broad is the adequate audience?

Characteristics (2)
Hardness
Commitment/Legitimation

Disruptions in the Process Emergence of ideas Distribution in Communities Formali- zation Formal training new ideas common terminology ad hoc incorporation into training entering into common curricula communication artefacts FAQ entries forum contributions text books courses certificates redesign of the organisation learning objects patents best practices personal notes Ad hoc training project reports case studies lessons learnt formal structure Information artefacts

Formalization vs. Ad-hoc Training
classical barrier between E-Learning and KM
Technical Level
document management systems (formalization)
learning management systems (ad-hoc training)
Organizational Level
operating departments (formalization)
HR development or training department (ad-hoc)
Differences with respect to criteria
legitimation : project teams/manager vs. training experts
forms of learning : self-directed „information seeking“ vs. ad-hoc training
Solutions: e.g. SAP Ramp Up Knowledge Transfer

Distribution in Communities vs. Formalization
Here, main issues are human and social
detachment from the originator
from social incentives (reputation, social esteem) to organizational
In terms of legitimations:
requires a transition from personal/informal communities to formal organizational legitimation
Possible solutions:
increased visibility of the individual and her impact
weblogs (with trackbacks)
wikis
visible contributions of the individual
easy transition by adding legitimation (tagging)

Conclusions
The Knowledge Maturing Process is a macro level description of interconnected individual learning processes
a model for structuring real-world phenomena and analyzing problems
not explaining how learning takes places on a micro level, but rather stating that it takes place differently depending on the level of maturity.
Creates awareness for disruptions/barriers in the process
identified criteria feed into analysis framework
Universal framework, already successfully applied to
context-aware recommendations of learning opportunities
task-embedded ontology engineering („ontology maturing“ @ProKW 07)
reusability of software components (@LSO 07)

Outlook
Specialization of the model for other areas
e.g. (business) processes, innovation management
Further investigation into criteria of maturity
Study of large-scale social software like Wikipedia and del.icio.us
enterprise wiki systems, enterprise knowledge infrastructures
Case studies of the connections between knowledge routines, types, processes and services in large organizations

Characterizing Knowledge Maturing - A Conceptual Process Model Integrating E-Learning and Knowledge Management

by Andreas Schmidt on Mar 31, 2007

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Characterizing Knowledge Maturing - A Conceptual Process Model Integrating E-Learning and Knowledge Management — Presentation Transcript