The document discusses barriers to organizational improvement in the public sector, including knowledge management (KM). It provides definitions of explicit and tacit knowledge. It then discusses how KM has been applied across the Canadian public sector, with many departments and agencies trying KM but with limited long-term success due to factors like political drivers, mobility of managers, myths, costs, and lack of focus. Lessons learned from applying KM are also discussed.
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.
Knowledge Management in Project-Based OrganizationsOlivier Serrat
Projects ought to be vehicles for both practical benefits and organizational learning. However, if an organization is designed for the long term, a project exists only for its duration. Project-based organizations face an awkward dilemma: the project-centric nature of their work makes knowledge management, hence learning, difficult.
models of knowledge management, expert systems and knowledge management, the concept of knowledge value creation and ways to create value through knowledge
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.
Knowledge Management in Project-Based OrganizationsOlivier Serrat
Projects ought to be vehicles for both practical benefits and organizational learning. However, if an organization is designed for the long term, a project exists only for its duration. Project-based organizations face an awkward dilemma: the project-centric nature of their work makes knowledge management, hence learning, difficult.
models of knowledge management, expert systems and knowledge management, the concept of knowledge value creation and ways to create value through knowledge
Organizations implementing knowledge strategies generally go through five stages: pre-implementation, implementation, reinvigoration, inculcation, and holistic. This presentation details steps ADB took in 2008–2011 to initiate, develop, standardize, optimize, and innovate knowledge management and learning.
This is my final research work I embarked during my BBA final year studies.
The world is now considered to be a knowledge economy in which organizations’ sharing and creation of knowledge form an important role in integration and innovation. Knowledge creation is recognized as strategically important organizational learning and innovation tool.
Knowledge can be created through a continuous dialogue process between tacit and explicit knowledge, as well as through four patterns, namely; interactions or socialization, combination, internalization and externalization. The research problem was based on the fact that knowledge can become obsolete, so it is imperative that knowledge creation and management is a continuous process enabling efficient and effective business practices.
This presentation is about the Knowledge Management, which started gaining transactions in late 1990's in various fields like Management, Knowledge Analysis of a firm etc. This field of management involved the giants of the business industries like Dow Chemical company, Xerox, Toyota, BBC etc, to name a few, in its infancy stage.
Knowledge Management efforts overlap with Organizational Learning, and may be distinguished from that by a greater focus on the management of knowledge as a strategic asset and a focus on encouraging the sharing of knowledge.
Organizations implementing knowledge strategies generally go through five stages: pre-implementation, implementation, reinvigoration, inculcation, and holistic. This presentation details steps ADB took in 2008–2011 to initiate, develop, standardize, optimize, and innovate knowledge management and learning.
This is my final research work I embarked during my BBA final year studies.
The world is now considered to be a knowledge economy in which organizations’ sharing and creation of knowledge form an important role in integration and innovation. Knowledge creation is recognized as strategically important organizational learning and innovation tool.
Knowledge can be created through a continuous dialogue process between tacit and explicit knowledge, as well as through four patterns, namely; interactions or socialization, combination, internalization and externalization. The research problem was based on the fact that knowledge can become obsolete, so it is imperative that knowledge creation and management is a continuous process enabling efficient and effective business practices.
This presentation is about the Knowledge Management, which started gaining transactions in late 1990's in various fields like Management, Knowledge Analysis of a firm etc. This field of management involved the giants of the business industries like Dow Chemical company, Xerox, Toyota, BBC etc, to name a few, in its infancy stage.
Knowledge Management efforts overlap with Organizational Learning, and may be distinguished from that by a greater focus on the management of knowledge as a strategic asset and a focus on encouraging the sharing of knowledge.
Using collaboration to build enhanced employee engagementEnsyst
Presentations from a breakfast briefing on 21 June 2013 organised by Ensyst and Microsoft - How Enhanced Employee Engagement can Drive Competitive Advantage
Workplace trends 2012, the edge of collaboration, marie puybaraud, hannah hahnWorkplace Trends
There is significant interest surrounding collaboration in the workplace - and for good reason. Strong collaboration allows teams in knowledge-intensive businesses to innovate and stay competitive in rapidly changing marketplaces. Collaboration is expected to grow further as we approach 2020, and knowledge workers are increasingly expecting office environments that allow them to do that.
Course Outline
Introduction
1. What is Knowledge?
Explicit & Tacit Knowledge
-Positivist Perspective of Knowledge
-Social Constructivism Perspective of Knowledge
2. What is Knowledge Management?
3. How does KM contribute to Schools?
4. The Nonaka and Takeuchi Knowledge
Management Model
5. The SECI Model and Japanese Lesson Study
Four modes of knowledge conversion
-socialization, -externalization, -combination, -internalization
6. Knowledge Management Strategy
What Are The Objectives Of Knowledge Management?
The Concept Of Knowledge Management
Essay about Knowledge Management
What Is Knowledge Management Essay
Knowledge Management
Knowledge Management
Knowledge Management And Business Intelligence
Advantages Of Knowledge Management
Ibms Knowledge Management Proposal Essay
What is Knowledge Management? Essay examples
Knowledge Management Essay
Knowledge Management Essay
Knowledge Management Essay
Knowledge Managment at Google Inc Essay
Google s Knowledge Management Strategy Essay
Assignment
Thesis On Knowledge Management
introduction to Knowledge - Types of Knowledge - Knowledge Management: goals and objectives of KM, Knowledge worker and its role importance of Knowledge worker and characteristics of Knowledge worker
2. Knowledge Management in the Public Sector 15 years of lessons learned… and other painful experiences January 2011 Paul McDowall Knowledge Management Advisor Canada School of Public Service
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6. Its about the Creation and Flow of Knowledge (Nonaka and Takeuchi)
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24. Client/dep’t Knowledge (business, issues, history, etc) Government Knowledge (Machinery of Gov’t - who, how, when) General Knowledge (skills, competencies, techniques) Human Resource Management Practices Staff Training Information Management Practices Leadership & Planning Supportive Technology Professional Development Knowledge Management Enablers Critical Knowledge Areas for TBS TBS Knowledge (organization, people, processes, etc) Domain Knowledge (policy and subject matter areas) Collaboration & communication TBS Priorities & Core Business Knowledge Management for TBS Financial Resource Management Practices
28. Knowledge Management NRCan Canadian Forestry Service Capacity Building Organizational Context Resources Infra - structure Co n tent Gover-nance Culture Learning Funds People Time Technology Systems Management Acquisition Production Dissemination Vision Direction Commitment Change Sharing Controlling Education Skills Experience
34. KM: A Key Corporate Strategy Involving Everyone HRSD Knowledge Management Initiative Core KM Team Dedicated, full-time team championing and developing KM. HRSD KM Working Group Branch representatives that work to mutually support DM priorities on KM. Share & exchange with Core KM Team and leverage knowledge capacities. Systems Services Information Management Services Administrative Services Human Resources Services EX Action Learning Group Comptrollership & Financial Management Services Service Canada Regional Offices Communication Services Management Services Integration & Transformation Teams External Networks of Experts, Partners & Stakeholders External Networks of Experts, Partners & Stakeholders A networked approach will enable us to reach out at all levels, and to link, share, and learn from specialists and all functional areas of the department as well as from external experts. It will also enable staff to shape change, and take ownership in the development of a new organizational knowledge culture. HRSDC
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37. Bank of Canada Knowledge Program Framework Technology infrastructure that enables easy “in-process” content capture and access, effective collaboration and transparent management Effective sharing and exchange of knowledge and information, both within and beyond the organization Knowledge Exchange Knowledge Access Easy and effective access to quality information and data, as well as people with “know-how”, when and where it is needed Strategic Outcome: Enhanced organizational capacity to capture, access, and exchange knowledge “ Knowledge Conscious” Management / Leadership CONTENT COLLABORATION
40. Knowledge Retention/Transfer Knowledge Transfer Pre-retirement knowledge capture (e.g. Office of the Commission of Official Languages, TBS, CPSA, CIC, HRSDC, PWGSC…)
50. Knowledge Transfer in the Government of Canada: Needs Analysis and Knowledge Transfer Guide by Kathleen Webster, May 2010
51. Knowledge Transfer in the Government of Canada: Needs Analysis and Knowledge Transfer Guide by Kathleen Webster, May 2010
52. Knowledge Transfer in the Government of Canada: Needs Analysis and Knowledge Transfer Guide by Kathleen Webster, May 2010
53. Knowledge Transfer in the Government of Canada: Needs Analysis and Knowledge Transfer Guide by Kathleen Webster, May 2010
54. Knowledge Transfer in the Government of Canada: Needs Analysis and Knowledge Transfer Guide by Kathleen Webster, May 2010
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Editor's Notes
In this diagram, two of the KM dimensions have been divided into progressively smaller units - sufficient to please any bureaucrat. Each dimension is divided into three goals and then into nine program-level components. A more detailed framework has been published that includes 45 project-scale activities. As you can see, knowledge management is about a lot more than Government On-Line (dissemination). To do that one highly visible activity, one needs most of the framework shown here.
The National Crime Prevention Strategy is built on the common sense principle that the surest way to reduce crime is to focus on the factors that put individuals at risk -- factors such as family violence, school problems and drug abuse. Its goal is to develop community-based responses to crime, with a particular emphasis on children and youth, Aboriginal people and women. The National Crime Prevention Strategy provides communities with the tools, knowledge and support they need to deal with the causes of crime. Crime Prevention Through Social Development Crime prevention through social development (also referred to as CPSD) is a long-term, proactive approach. It is directed at removing those personal, social and economic factors that lead some individuals to engage in criminal acts or to become victims of crime. This approach aims at strengthening the quality of life for individuals, families and communities. CPSD is intended to increase positive attitudes or behaviours in individuals by influencing their experiences in areas such as family, life, education, employment, housing and/or recreation. While recognizing that societal influences such as poverty, gender inequality, media violence, racism, and discrimination are part of the crime prevention context, CPSD tends to concentrate on secondary prevention measures. This involves focusing on the many risk factors that contribute to involvement with crime. Some key examples include: inadequate living conditions, such as poor housing and unstable situations; family factors, such as poor or inadequate parenting, parental criminality, and parental substance abuse; individual personality and behavioural factors, such as “cognitive deficits” including a lack of problem-solving skills, self-control, critical reasoning, judgement and failure to consider the consequences of behaviour, hyperactivity, as well as the early onset of aggressive behaviour; peer association, such as relationships with friends who follow a delinquent or criminal lifestyle; school-related factors, such as poor educational achievement and truancy, as well as deficient school environments, and exclusionary policies; Crime prevention through social development seeks to foster “protective factors” such as positive family support that may mitigate situations of risk or disadvantage which contribute to crime and victimization. These protective factors also tend to reduce the risk of harm. CPSD makes connections beyond the traditional criminal justice sphere by recognizing the important role that policies, programs, and services such as social housing, education, health, income security, and social services play in preventing crime. Consequently, CPSD involves a wide range of players from various sectors working together to prevent crime problems. Because CPSD focuses on the social development end of the crime prevention equation, it can take time for the crime prevention benefits to accrue. For example, children and youth are the focus of many CPSD strategies. Some of the best known CPSD programs involve early intervention with children at risk and their parents. Programs such as the Perry Pre-School Project in Michigan and a new generation of “Headstart” programs in Canada (such as Moncton Headstart and Aboriginal Headstart) create supportive environments for children who are at potential risk of later life criminality. These programs demonstrate the ways in which supportive strategies can significantly improve child development, educational achievement and social adjustment, and reduce the likelihood of later involvement in crime. Develop community-based responses and support direct action by communities, especially those most affected. Focus on new and enhanced partnerships with stakeholders, such as local government, law enforcement agencies, the private and academic sectors, to broaden impact and learning Commit to synthesize relevant knowledge and experiences from Canadian communities, and information exchanges between these communities. The renewed NCPC will collaborate with partners at various levels to help mobilize and educate Canadians through: Developing and supporting research and evaluation, policy, and knowledge development on NCPC’s priority groups, including: children and youth, Aboriginal Peoples, and women; and Funding community-based projects through NCPC’s three funding programs, specifically, the Crime Prevention Action Fund (CPAF), the Research and Knowledge Development Fund (RKDF), and the Police, Corrections and Communities Fund (PCCF).