CeB - f - s05

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Knowledge Management

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CeB - f - s05

  1. 1. Knowledge management <ul><li>GRH </li></ul><ul><li>Systèmes </li></ul><ul><li>eLearning - eTraining </li></ul>
  2. 2. Rendement des champs de maïs http://usda.mannlib.cornell.edu/MannUsda/viewDocumentInfo.do?documentID=1593
  3. 3. Quelques principes de gestion <ul><li>Autonomy </li></ul><ul><ul><li>An organization is a collection of autonomous professionals. </li></ul></ul><ul><li>Compensation tied to performance </li></ul><ul><ul><li>Own performance and group performance </li></ul></ul><ul><li>Connectivity </li></ul><ul><ul><li>Work depends critically on the inputs of several collaborators </li></ul></ul><ul><li>Ubiquity </li></ul><ul><ul><li>The frontier between home and office, here and there, vanishes </li></ul></ul>
  4. 4. Systèmes de KM <ul><li>Personnel </li></ul><ul><ul><li>C onnaissances propres + organisationnelles </li></ul></ul>
  5. 5. Systèmes de KM <ul><li>Personnel </li></ul><ul><ul><li>C onnaissances propres + organisationnelles </li></ul></ul><ul><li>Connaissances </li></ul><ul><ul><li>Enregistrements </li></ul></ul><ul><ul><li>Documents </li></ul></ul><ul><ul><li>Expertise explicite </li></ul></ul><ul><ul><li>Expertise tacite </li></ul></ul><ul><ul><li>Environnement </li></ul></ul>
  6. 6. Systèmes de KM <ul><li>Personnel </li></ul><ul><ul><li>Savoir propre + organisationnel </li></ul></ul><ul><li>Connaissances </li></ul><ul><ul><li>Enregistrements </li></ul></ul><ul><ul><li>Documents </li></ul></ul><ul><ul><li>Expertise explicite </li></ul></ul><ul><ul><li>Expertise tacite </li></ul></ul><ul><ul><li>Environnement </li></ul></ul><ul><li>Nouvel employé </li></ul><ul><ul><li>Formation à l’accès </li></ul></ul><ul><ul><li>Intégration des nouvelles connaissances </li></ul></ul><ul><li>Employé sénior </li></ul><ul><ul><li>Capture de l’expertise </li></ul></ul>
  7. 7. E-Learning vs e-Training <ul><li>E-Learning </li></ul><ul><ul><li>Apprenant en contrôle </li></ul></ul><ul><ul><li>Contenu fluide </li></ul></ul><ul><ul><li>Collaboration </li></ul></ul><ul><ul><li>Objectif: innover </li></ul></ul><ul><li>E-Training </li></ul><ul><ul><li>Instructeur en contrôle </li></ul></ul><ul><ul><li>Contenu pré-déterminé </li></ul></ul><ul><ul><li>Automation </li></ul></ul><ul><ul><li>Objectif : mise à jour </li></ul></ul>
  8. 8. Lectures <ul><li>Gao, F, M Li and S Clarke, (2008), &quot;Knowledge, management, and knowledge management in business operations&quot;, Journal of Knowledge Management , 12(2):3-17 </li></ul><ul><li>Haas, MR and MT Hansen, (2007), &quot;Different knowledge, different benefits: toward a productivity perspective on knowledge sharing in organizations&quot;, Strategic Management Journal , 28(11):1133 </li></ul><ul><li>Spender, JC, (2008), &quot;Organizational learning and knowledge management: whence and whither?&quot;, Management Learning , 39(2):159 </li></ul><ul><li>Hicks, R, R Dattero and S Galup, (2006), &quot;The five-tier knowledge management hierarchy&quot;, Journal of Knowledge Management , 10(1):19-31 </li></ul><ul><li>Wong, K, (2005), &quot;Critical success factors for implementing knowledge management in small and medium enterprises&quot;, Industrial Management & Data Systems , 105(3):261-79 </li></ul>
  9. 9. Gao, F, M Li and S Clarke, (2008) K, M, and KM in business operations
  10. 10. Gao, F, M Li and S Clarke, (2008) K, M, and KM in business operations
  11. 11. Haas, MR and MT Hansen, (2007) Different knowledge, different benefits
  12. 12. Haas, MR and MT Hansen, (2007) Different knowledge, different benefits
  13. 13. Spender, JC, (2008) Organizational learning and knowledge management: whence and whither?&quot;
  14. 14. Spender, JC, (2008) Organizational learning and knowledge management: whence and whither?&quot; <ul><li>Proposition 1 might be that as long as our theorizing stands on perfect rationality alone, the different aspects of knowledge management will end up as mere subsets of existing disciplines, such as IT or formal decision-making or OT or microeconomics, and there can be no distinct field which is knowledge management’s alone. </li></ul><ul><li>Proposition 2 is that knowledge management is really about managing knowledge-absences rather than knowledge-assets. </li></ul><ul><li>Proposition 3 is that if knowledge management is to be about dealing with uncertainty, in Simon’s terms, we necessarily call forth a Model of Man that differs crucially from the model of Rational Man central to most of the management literature and business school discourse. To address the notion of tacit knowledge and skilled practice we cannot rely on a human actor comprising senses and reason alone. Dealing with uncertainty requires us to consider the actor’s imagination too. </li></ul><ul><li>Proposition 4 is that managing the impact of one’s imagination is about understanding and shaping the constraints on it as it impacts and engages the world. </li></ul><ul><li>Proposition 5 is that knowledge management is a nascent theory of managing others’ responses to knowledge absences, and at some distance from knowledge management’s avowed focus on managing knowledge assets. </li></ul>
  15. 15. Hicks, Dattero & Galup (2006) Five-tier KM hierarchy Knowledge management promotes an integrated approach to identifying, capturing, retrieving, sharing, and evaluating an enterprise’s information assets. These information assets may include databases, documents, policies and procedures, as well as the un-captured tacit expertise and experience stored in individual workers’ heads (Gartner Group, 1999).
  16. 16. Hicks, Dattero & Galup (2006) Five-tier KM hierarchy
  17. 17. Hicks, Dattero & Galup (2006) Five-tier KM hierarchy
  18. 18. Wong (2005) CSF for KM in SME <ul><li>Appui de la haute direction </li></ul><ul><li>Culture </li></ul><ul><li>TI </li></ul><ul><li>Stratégie et objectif </li></ul><ul><li>Mesures </li></ul><ul><li>Infrastructure organisationnelle </li></ul><ul><li>Processus et activités </li></ul><ul><li>Motivation </li></ul><ul><li>Ressource </li></ul><ul><li>Formation </li></ul><ul><li>GRH </li></ul>

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