This document discusses knowledge application, which is the final step in the knowledge management cycle where knowledge that has been captured and shared is put to actual use. It describes how user and task modeling can help promote effective knowledge application at the individual, group, and organizational levels. It also discusses knowledge management systems, knowledge reuse, and the strategic and practical implications of facilitating knowledge application within an organization.
Gives an overview on knowledge and knowledge management. Discusses the various knowledge management processes and systems necessary for effective knowledge management practice.
Gives an overview on knowledge and knowledge management. Discusses the various knowledge management processes and systems necessary for effective knowledge management practice.
Organization development (OD) is a deliberately planned, organization-wide effort to increase an organization's effectiveness and/or efficiency and/or to enable the organization to achieve its strategic goals.
Presentation About what is Knowledge Management but specifically what is Knowledge Management Tools which are Available for Evaluating the Business Models of the Organisation.
Action research - OD process - Organizational Change and Development - Manu...manumelwin
Dual purpose of action research:
Making action more effective.
Building a body of scientific knowledge around that action.
Action refers to: Programs and interventions designed to solve problems and improve conditions.
Origins and domain of Knowledge Management
Technological development
Characteristics of knowledge
Knowledge Management as a Management Tool
Critical elements of Knowledge Management strategy
Tactic Knowledge Management
Knowledge Management and Process Performance
Outsourcing Concept
Collaborative Learning of Organisational KnolwedgeWaqas Tariq
This paper presents recent research into methods used in Australian Indigenous Knowledge sharing and looks at how these can support the creation of suitable collaborative envi- ronments for timely organisational learning. The protocols and practices as used today and in the past by Indigenous communities are presented and discussed in relation to their relevance to a personalised system of knowledge sharing in modern organisational cultures. This research focuses on user models, knowledge acquisition and integration of data for constructivist learning in a networked repository of or- ganisational knowledge. The data collected in the repository is searched to provide collections of up-to-date and relevant material for training in a work environment. The aim is to improve knowledge collection and sharing in a team envi- ronment. This knowledge can then be collated into a story or workflow that represents the present knowledge in the organisation.
Organization development (OD) is a deliberately planned, organization-wide effort to increase an organization's effectiveness and/or efficiency and/or to enable the organization to achieve its strategic goals.
Presentation About what is Knowledge Management but specifically what is Knowledge Management Tools which are Available for Evaluating the Business Models of the Organisation.
Action research - OD process - Organizational Change and Development - Manu...manumelwin
Dual purpose of action research:
Making action more effective.
Building a body of scientific knowledge around that action.
Action refers to: Programs and interventions designed to solve problems and improve conditions.
Origins and domain of Knowledge Management
Technological development
Characteristics of knowledge
Knowledge Management as a Management Tool
Critical elements of Knowledge Management strategy
Tactic Knowledge Management
Knowledge Management and Process Performance
Outsourcing Concept
Collaborative Learning of Organisational KnolwedgeWaqas Tariq
This paper presents recent research into methods used in Australian Indigenous Knowledge sharing and looks at how these can support the creation of suitable collaborative envi- ronments for timely organisational learning. The protocols and practices as used today and in the past by Indigenous communities are presented and discussed in relation to their relevance to a personalised system of knowledge sharing in modern organisational cultures. This research focuses on user models, knowledge acquisition and integration of data for constructivist learning in a networked repository of or- ganisational knowledge. The data collected in the repository is searched to provide collections of up-to-date and relevant material for training in a work environment. The aim is to improve knowledge collection and sharing in a team envi- ronment. This knowledge can then be collated into a story or workflow that represents the present knowledge in the organisation.
Semantically Enchanced Personalised Adaptive E-Learning for General and Dysle...Eswar Publications
E-learning plays an important role in providing required and well formed knowledge to a learner. The medium of e- learning has achieved advancement in various fields such as adaptive e-learning systems. The need for enhancing e-learning semantically can enhance the retrieval and adaptability of the learning curriculum. This paper provides a semantically enhanced module based e-learning for computer science programme on a learnercentric perspective. The learners are categorized based on their proficiency for providing personalized learning environment for users. Learning disorders on the platform of e-learning still require lots of research. Therefore, this paper also provides a personalized assessment theoretical model for alphabet learning with learning objects for
children’s who face dyslexia.
DALL-E 2 - OpenAI imagery automation first developed by Vishal Coodye in 2021...MITAILibrary
Vishal Coodye is an MIT fellow who has contributed to the Robotics & AI Technology since 2010. His contributions to the scientific comminity brings the world to new horizons. MIT. Library. USA.
An Analytical Study on Knowledge Sharing within the Organizationijcnes
The better management of knowledge within the organization will lead to improved innovation and competitive advantage. The main goal of the firm� better utilization of internal and external knowledge. This core knowledge is found in individuals, communities of interest and their connections. An organization�s data is found in its computer systems but a company�s intelligence is found, in its biological and social systems. Though it is acclaimed as a good method, there are some setbacks in the process of knowledge sharing[KS] among the employees. This paper explores the possible ways to establish organization using social computing tools to facilitate Knowledge Sharing and create a social data mining among all the members of organization. Social Data Mining Network Analysis (SDMNA) techniques have been used to study KS patterns which take place between employees and departments. This SDMNA graph reveals the structure of social data mining network highlighting connectivity, clustering and strength of relationships between employees.
Information Architecture Techniques and Best PracticesChris Furton
Developing information structures, such as websites or systems, involves a complex set of processes with the goal of making information usable, findable, and organized. Information Architecture tools, techniques, and best practices provide the building blocks to achieving the end state. With hundreds and possibly thousands of tools and techniques available, this paper explores five specific options: card sorting, free-listing, perspective-based inspection, personas, and content value analysis. These five techniques span the breadth of the information architecture project and provide insight into the constantly evolving and developing information architecture field.
Module 3 - HomeTeam Norms and ProceduresModular Learning O.docxroushhsiu
Module 3 - Home
Team Norms and Procedures
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
•Case ◦Assess the importance of communication and task norms in guiding the way work is accomplished in teams.
•SLP ◦Identify and analyze communication and task norms in your own team.
•Discussion ◦Develop tips for virtual teams with your virtual team members.
Module Overview
If trust is the "social glue" that holds teams together, norms are the "social grease" that allows us to work together smoothly. Norms are the unwritten laws that govern behavior in groups of people. They tell us what to do, when, and how to do it. Typically, norms emerge over time, and they are shared by all who become members of the team. This is different in the case of virtual teams. Because of the lack of day-to-day interaction, norms in virtual teams must be more explicit, and rather than simply emerging though interaction, they are often consciously negotiated by the team early in its formative stage. When norms are violated or poorly understood, they can cause embarrassment, conflict, and misunderstandings.
There are two types of norms that will be discussed in this module: communication norms, which govern how information is shared, and task norms, which govern how the work itself is organized and monitored.
Communication Norms
Communication norms can be broken down into four types.
Availability norms establish when people will be accessible, and how quickly they will respond to team needs. These norms will determine how often people check communication venues, the appropriate timeframe for response, and boundaries between an individual's work and personal time.
Appropriateness and use of collaboration tools norms ascertain what type of tools are used and for what purpose (see Module 3). They also cover rules of etiquette for using different types of tools.
Exchange norms determine when all members of the team should receive information, when just a subgroup should receive the information, or when it is preferred that individuals just communicate between themselves. Clear exchange norms can help prevent duplication and information overload.
Structure norms are concerned with whether formal or informal channels are preferred for different types of communication. Formal channels include scheduled meetings and teleconferences. Informal channels can include random e-mails and phone calls.
Task and Work Norms
Process norms set out a "lifecycle" for the team project. They insure that sufficient time is allocated to all stages of the team process—Idea Generation, Development, Finalization and Closure (see Module 1). Clear process norms help the team ensure that everyone will be working at the same stage, and facilitate assigning tasks and coordinating work.
Task norms help the team decide what is routine vs. nonroutine work. Routine work can be standardized and efficiency gained thr ...
Assessing The Tangible And Intangible Impacts Of The Convergence Of E-Learnin...ijistjournal
Learning comes through creating and applying knowledge, whilst learning increases an individual's and organization's knowledge asset. Both e-learning and knowledge management feed off the same root: learning, improved capacity to perform work tasks, ability to make effective decisions, and positively impact the world around us. The difference between KM and e-learning is a function of time; knowledge management is dynamic, e-learning is static. As a medium, e-learning allows for the sharing of knowledge that has been tested, researched and organized. Knowledge management is much livelier. Conversations and sharing understanding happens in real time. Through KM, tacit understanding can be communicated,problems can be jointly solved, and serendipitous connections are formed. KM is chaotic, current. KM is ecology; e-learning is the architecture. E-learning courses become outdated, while KM environments are continually fresh and reflective of current activity in a field. Anyway, the strengths of the two fields need to be brought together. KM should feed into e-learning in order for the content of the "course" to remain fresh and to tap learners into a sustained knowledge environment after the course is done and e-learning should feed into the KM environment to provide easy mechanisms for organizing information in the manner that most of the people function. Thereis no doubt that converging this two technology creates bigger impact in the learning process, but our discussion is focused to justify whether the convergence creates better value or not. In the light of the discussion, the conceptual link between these two key technologies has been drawn and several related issues are discussed.3.
Assessing The Tangible And Intangible Impacts Of The Convergence Of E-Learnin...ijistjournal
Learning comes through creating and applying knowledge, whilst learning increases an individual's and organization's knowledge asset. Both e-learning and knowledge management feed off the same root: learning, improved capacity to perform work tasks, ability to make effective decisions, and positively impact the world around us. The difference between KM and e-learning is a function of time; knowledge management is dynamic, e-learning is static. As a medium, e-learning allows for the sharing of knowledge that has been tested, researched and organized. Knowledge management is much livelier. Conversations and sharing understanding happens in real time. Through KM, tacit understanding can be communicated, problems can be jointly solved, and serendipitous connections are formed. KM is chaotic, current. KM is ecology; e-learning is the architecture. E-learning courses become outdated, while KM environments are continually fresh and reflective of current activity in a field. Anyway, the strengths of the two fields need to be brought together. KM should feed into e-learning in order for the content of the "course" to remain fresh and to tap learners into a sustained knowledge environment after the course is done and e-learning should feed into the KM environment to provide easy mechanisms for organizing information in the manner that most of the people function. There‟s no doubt that converging this two technology creates bigger impact in the learning process, but our discussion is focused to justify whether the convergence creates better value or not. In the light of the discussion, the conceptual link between these two key technologies has been drawn and several related issues are discussed.
Creating a Learning Technology Roadmap: Maximizing Efficiency While Boosting ...Cognizant
A centralized, learner-centric architecture -- based on a strategically-driven technology roadmap -- encompasses the functions, processes, methodologies, systems and tools necessary to provide knowledge when and where needed.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Km knowledge application.11
1. 6-KNOWLEDGE APPLICATION LEILA JANNATI MOHAMMAD ALI ABBASI Knowledge Management in Theory and Practice
2. CONTENTS BOOK INTRODUCTION TO KNOWLEDGE MANAGEMENT IN THEORY AND PRACTICE 2. THE KNOWLEDGE MANAGEMENT CYCLE Learning Objectives 3. KNOWLEDGE MANAGEMENT MODELS Learning Objectives 4. KNOWLEDGE CAPTURE AND CODIFICATION Learning Objectives 5. KNOWLEDGE SHARING AND COMMUNITIES OF PRACTICE 6. KNOWLEDGE APPLICATION Learning Objectives 7. THE ROLE OF ORGANIZATIONAL CULTURE Learning Objectives 8. KNOWLEDGE MANAGEMENT TOOLS Learning Objectives 9. KM STRATEGY AND METRICS Learning Objectives 10. THE KM TEAM Learning Objectives 11. FUTURE CHALLENGES FOR KM Learning Objectives
3. This chapter brings us to the final step in the knowledge management cycle when the knowledge that has been captured, coded, shared, and otherwise made available is put to actual use.
4. LEARNING OBJECTIVES 1. Understand how user and task modeling approaches can help promote effective knowledge use at the individual, group, and organizational level. 2. Describe how an organizational knowledge management architecture is designed. 3. Define organizational learning and describe the links between individual and organizational learning. 4. Compare and contrast learning and understanding with internalization of knowledge. 5. List the different knowledge support technologies that can help users put knowledge into action.
5. INTRODUCTION Knowledge management typically addresses one of two general objectives: 1-Knowledge reuse to promote efficiency and innovation to introduce more effective ways of doing things. 2- Knowledge application refers to the actual use of knowledge that has been captured or created and put into the KM cycle (see Figure 6-1).
6. The knowledge spiral needs to be completed by successful internalization of knowledge.
7. These knowledge objects can be explained references, components (programs or text), templates, patterns, or other types of containers. The goal is to reduce the time it takes to complete tasks .
8. If knowledge workers can easily locate and communicate with individuals in the company that are connected to a given knowledge object (e.g., they are familiar with how it is used, they have been trained, etc.), then the ability to apply or to make use of this knowledge is greatly increased.
9. A common assumption in the past was that all relevant knowledge could be bundled up in nice, neat, easily accessible packages of “best practices” that practitioners could then “repeat.” Dixon (2000) outlines factors that affect knowledge transfer: characteristics of the receiver (skills, shared language, technical knowledge), the nature of the task (routine, non routine) the type of knowledge being transferred (a continuum from explicit to tacit).
10. KNOWLEDGE APPLICATION AT THE INDIVIDUAL LEVELCharacteristics of Individual Knowledge Workers Individual differences play a major role in knowledge-sharing behaviors (Hicks and Tochtermann, 2001). Knowledge workers vary with respect to their familiarity with the subject matter and their personality and cognitive styles. Cohen and Levinthal (1990) found that sharing is more likely to occur when a foundation of prior relevant knowledge exists.
11. Characteristics of the individual who is seeking to apply or reuse knowledge are likely to play a role in how effective he or she is at finding, understanding, and making use of organizational knowledge.
12. The easier it is for a knowledge worker to find, understand, and internalize the knowledge, the greater their success in actually applying this knowledge. An alternative approach to user modeling is proposed in Figure 6-3.
14. There are also systems that monitor users’ tasks online and interpret them in context, based on traces they leave behind. These systems work well for tasks that are well identified and where knowledge can be described in a clear ontology. In general, this approach is based on a user interacting with a computer system to perform a task that leads to changes in the system.
15. The assistance parts themselves can also be reused in the future (see Figure 6-6). In this way, the system has modeled how users behave when they are undertaking these particular types of tasks.
16. KNOWLEDGE APPLICATION AT THE INDIVIDUAL LEVELBloom’s Taxonomy of Learning Objectives Bloom (1956) divided knowledge into a hierarchical design that distinguishes between psychomotor skills: the affective domain (e.g., Feeling, Value, Appreciation, Enthusiasm,Motivation ad attitude ) The cognitive domain (e.g., knowledge) The cognitive domain is more commonly used, although attitudinal changes are often required in knowledge management too.
17. The affective domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, excitement, motivations, and attitudes.
18. Cognitive: the most-used of the domains, refers to knowledge structures (although sheer “knowing the facts” is its bottom level The model above is included because it is still common currency.
19. The Bloom taxonomy serves as a means of determining not only what knowledge workers are expected to do (usually referred to as skills or expertise) but also the level of performance that is expected (also referred to as mastery level).
21. The Bloom taxonomy provides a good basis for assessing knowledge application. KM, simply having accessed content is taken to mean that knowledge workers are using (and reusing) this content.
22. knowledge fails to be used not because it has not been understood but because the knowledge worker is not convinced that this new best practice or lesson learned represents any significant improvement over the way he or she is already working.
23. A user model is not enough, however, for the facilitation of knowledge application. We also need to know what the users are doing and what their goals or purposes are in applying this knowledge object.
24. moreover, we will also require a task model. As with the user model, the task model will serve to better characterize why someone would apply a particular knowledge item. A user and task-adapted approach is highly recommended in order to facilitate internalization processes.
25. KNOWLEDGE APPLICATION AT THE INDIVIDUAL LEVEL Task Analysis and Modeling Task analysis studies what knowledge workers must do with respect to specific actions to be taken and/or cognitive processes that must be called upon to achieve a particular task (e.g., Preece et al., 1994). The most commonly used method is task decomposition, which breaks down higher-level tasks into their subtasks and operations. The lower levels may make use of task flow diagrams, decision flowcharts, or even screen layouts to better illustrate the step-by-step process that has to be undertaken in order to complete a task successfully.
26. The task decomposition can be carried out using the following stages: 1. Identify the task to be analyzed. 2. Break this down into four to eight subtasks. 3. Draw the subtasks as a layered diagram ensuring that it is complete. 4. Decide upon the level of detail into which to decompose. 5. Continue the decomposition process, ensuring that the decompositions and numbering are consistent. 6. Present the analysis to someone else who has not been involved in the decomposition .
27. Task flow analysis can include details of interactions between the user and the current system, or other individuals, and any problems related to them.
28. Electronic Performance Support Systems (EPSSs) were and continue to be widely used to provide on-the-job learning and advice. E-learning is also currently enjoying a high level of usage and can be seen as a subset of EPSS, as described in the next sections. The EPSS point of view has been revolutionary.
29. An electronic performance support system can also be described as any computer software program or component that improves employee performance by reducing the complexity or number of steps appropriate for a particular set of conditions (see Figure 6-7).
30.
31. Content management in KM thus involves breaking down documents into their conceptual components and mapping them out using concept indexes, semantic networks, or hierarchical knowledge taxonomies. Electronic Performance Support Systems can help an organization to reduce the cost of training staff while increasing productivity and performance. They can empower an employee to perform tasks with a minimum amount of external intervention or training.
32. KNOWLEDGE APPLICATION AT GROUP AND ORGANIZATIONAL LEVELS Knowledge management systems (KMSs) are tools aimed at supporting knowledge management. They evolved from information management tools that integrated many aspects of computer-supported collaborative work (CSCW) environments with information and document management systems (Ganesan, Edmonds, and Spector, 2001; Greif, 1988; Kling, 1991). * Key characteristics of a KMS are support for: 1. Communication among various users. 2. Coordination of users’ activities. 3. Collaboration among user groups on the creation, modification, and dissemination of artifacts and products. 4. Control processes to ensure integrity and to track the progress of projects.
33. The organizational knowledge management architecture will be comprised of at least three levels: data layer, which is the unifying abstraction across different types of data, with potentially different storage mechanisms (e.g., database, text documents, video, audio). process layer, which describes the logic that links the data with its use and its users (other people or other systems who use that data). user interface, which provides access to the information assets of the company via the logic incorporated in the process layer.
34. The KM organizational architecture is shown in Figure .
35. Knowledge Reuse Reusing knowledge involves recall and recognition, as well as actually applying the knowledge, if we use Bloom’s taxonomy. Reusing knowledge typically begins with the formulation of a search question.
36. There are three major roles required for knowledge reuse: knowledge producer, the person who produced or documented the knowledge object. knowledge intermediary, who prepares knowledge for reuse by indexing, sanitizing, packaging, and even marketing the knowledge object. knowledge reuser, who retrieves, understands, and applies it.
37. Markus (2001) suggests there are four distinct types of knowledge reuse situations according to the individual who is doing the reusing and the purpose of knowledge reuse. The four reuse situations are: 1. Shared work producers 2. Shared work practitioners 3. Expertise-seeking novices. 4. Secondary knowledge miners.
38. Shared work producers usually consist of teams or workgroups that have collaborated together. Shared work practitioners are members of the same community of practice. They are peers who share a profession. Expertise-seeking novices are often in a learning scenario. Unlike the previous two types of reusers, novices are the most distant or different from the knowledge object authors and those experienced with its use. Secondary knowledge miners are analysts who attempt to extract interesting and hopefully meaningful patterns by studying knowledge repository use.
39. STRATEGIC IMPLICATIONS OF KNOWLEDGE APPLICATION Knowledge application implies that employees in an organization can quickly find answers to the following types of questions: What have we already written or published on this topic? Who are the experts in this area, and how can I contact them? Have any of our partners, contacts, and clients addressed these issues? What sources did we use to prepare the publications on this topic? What are the best websites or internal databases to find more information? How can I add my own experience in applying this particular piece of knowledge? A knowledge repository should be a one-stop shop for knowledge application. Employees should be able to find out what they need in order to access, understand, and apply the cumulative experience and expertise of the organization.
40. PRACTICAL IMPLICATIONS OF KNOWLEDGE APPLICATION Create an organizational knowledge base to house the intellectual assets. Create a corporate yellow pages so that knowledge workers can find out who is knowledgeable in which areas of expertise. Capture best practices and lessons learned and make them available to all others in the organization via the knowledge base. Empower a Chief Knowledge Officer to develop and implement a KM strategy for the organization. Ensure that the organizational culture will help facilitate the key phases required for the KM cycle (to capture, create, share, disseminate, acquire, and apply valuable knowledge). Make sure that it is fairly easy to continually update and feed the corporate memory. ideas fosters the cooperation and innovation that is critical to a learning organization.
Editor's Notes
If this step is not accomplished successfully, all of the KM efforts will have been in vain, for KM can succeed only if the knowledge is used.