2. OBJECTIVES
1. Understand and explain the various theoritical models of
KM
2. Relate KM framework to stages in KM cycles
19 September 2012 KM Teaching Group - MBTI 2012 2
3. BASIC PARADIGMS
Knowledge is subjective, complex, and dynamic
It need a holistic KM approach
Need a measurement tools to assess the implementation
progress
Knowledge should drive innovation on product, service, &
systems
19 September 2012 KM Teaching Group - MBTI 2012 3
5. BASIC PARADIGMS
3 types of content to managed ;
Combination of experience, value, contextual information, &
expert point of view, as an evaluation foundation to produce
new experience and information
Message in the form of document and audio visual
A collection of objectives fact on an event
19 September 2012 KM Teaching Group - MBTI 2012 5
6. BASIC PARADIGMS
Davenport & Prusak, 1998 knowledge creation take
place between & within human
Nonaka & Takeuchi, 1995 knowledge is a dynamic
human process of justifying personal belief toward the truth
Polanyi, 1966 tacit is a personal way of knowledge
construction, affected by emotions
80/20 rules (80% tacit & 20% explicit)
Most of our knowledge reside in the mind of the knowers
19 September 2012 KM Teaching Group - MBTI 2012 6
7. BASIC PARADIGMS
EXPLICIT Knowledge
Codified (arrange in a systematic code)
Formally expressed
Easy to be acquired, shared, stored, distributed
Book, audio video, graph, images, database
Stated using words and algorithm (set of rules to follow)
Contain a little/small knowledge
19 September 2012 KM Teaching Group - MBTI 2012 7
8. BASIC PARADIGMS
TACIT Knowledge
Difficult to understand
Difficult to communicate
Difficult to translate or abstract
Personally
Root of all knowledge
19 September 2012 KM Teaching Group - MBTI 2012 8
10. KM MODELS
Choo – Sense making model (1998)
Von Krogh & Roos – Organizational Epistemology model
(1995)
Epistemology investigation of what distinguish justified belief
from opinion
Nonaka & Takeuchi - Knowledge spiral model (1995)
Wiig – Build & Use Knowledge (1993)
Boisot – I-Space model (1998)
19 September 2012 KM Teaching Group - MBTI 2012 10
11. KM MODELS – the reason
Holistic approach to KM
Already reviewed, critized, discussed extensively
Implemented & field tested for reliability & validity
Widest possible perspective of KM
19 September 2012 KM Teaching Group - MBTI 2012 11
12. Van KROGH & ROOS
Distinguish individual & social knowledge
No knowledge without knower
Strong need to maintain link between knowledge object &
those who knowledgeable (experts, experience user)
Cognitive perspective indicate that a cognitive system
(human brain or computer) creates representation (model)
of reality, & learning occurs when it manipulated
19 September 2012 KM Teaching Group - MBTI 2012 12
13. Van KROGH & ROOS
The cognitive epistemology approach
View organizational knowledge as self-organizing system
Human transparent from outside information
The brain is a machine based on logic and deduction
Organization pick up or search information from environment
19 September 2012 KM Teaching Group - MBTI 2012 13
14. Van KROGH & ROOS
The connectionist approach
Knowledge is wholeness (brain is not sequentially process)
Information generated from environment & internally
(familiarity/practice)
Knowledge reside in the mind of individual & in the connection
among them
Unbreakable bond between knowledge & those who absorb &
make use of them
19 September 2012 KM Teaching Group - MBTI 2012 14
15. Van KROGH & ROOS
Factor that prevent the successful KM ; (p.51)
Mind-set of individual
Communication in organization
Organizational structure
Relationship between member
Management of human resources (knowers)
Knowledge Enabling
Organization activities that positively affect knowledge
creation
19 September 2012 KM Teaching Group - MBTI 2012 15
16. NONAKA & TAKEUCHI
Knowledge forms, sharing, diffusion of knowledge needed
to create or produce innovation
Study of japanese company key success in innovation base
on/stem from tacit approach
One-ness of humanity, nature, mind, body, self, other
Individual involvement with object thru self-involvement &
commitment to create knowledge
19 September 2012 KM Teaching Group - MBTI 2012 16
17. NONAKA & TAKEUCHI
Knowledge creation process
Begin with individual, personnal, & private knowledge
(researcher, manager, worker)
Translate into valuable, public, organizational knowledge
Continuously and occurs at all level in organization
In many cases, happen in unexpected & unplanned way
19 September 2012 KM Teaching Group - MBTI 2012 17
18. NONAKA & TAKEUCHI
4 Model of Knowledge Conversion
Tacit tacit ; process of socialization
Tacit Explicit ; externalization
Explicit Explicit ; combination
Explicit Tacit ; internalization
The creation of knowledge consist of social process between
individual in which knowledge transformation is not simply
unidirectional, but interactive & spiral
19 September 2012 KM Teaching Group - MBTI 2012 18
20. NONAKA & TAKEUCHI
Socialization
Sharing knowledge thru social interaction
Discussion, exchange of thought, mentoring
Informal way (in a coffee shop, paking lot)
Rarely capture or written formally (remain tacit)
Easy & effective but limited way to create & share
knowledge
Example ; knowledge day, brainstorming activitiy
19 September 2012 KM Teaching Group - MBTI 2012 20
READ THE EXAMPLE IN THE TEXTBOOK – PAGES 54
21. NONAKA & TAKEUCHI
Externalization
Convert tacit to explicit (visible form of tacit)
Need an intermediary to transform knowledge
Taped, recorded, written, drawn, made tangible
Need someone (something) that can interprete, extract,
synthesize the idea into a concrete way (format, length,
detail)
Once the knowledge materialize, the scope increased
Wider audience can use, understand, & apply it
Easily share & leveraged
Example ; journalist
19 September 2012 KM Teaching Group - MBTI 2012 21
READTHEEXAMPLEINTHETEXTBOOK–
PAGES55
22. NONAKA & TAKEUCHI
Combination
Combine pieces of explicit knowlegde into new form
Trend analysis, executive summary, review, new database
No new knowledge, just combining, complement
Concept are sorted & systematized
Example : preparing lecture material
19 September 2012 KM Teaching Group - MBTI 2012 22
READ THE EXAMPLE IN THE TEXTBOOK – PAGES 55
23. NONAKA & TAKEUCHI
Internalization
Diffusing & embedding newly acquired behaviour
Learning by doing
Convert or integrate shared or individual experiences into
other individual mental model
Broaden, extend, reframe within their tacit base
Understand & learn from experiences, best practise
People, then do the job differently
Example : pool of customer complain & how to handling it
19 September 2012 KM Teaching Group - MBTI 2012 23
READ THE EXAMPLE IN THE TEXTBOOK – PAGES 56
24. NONAKA & TAKEUCHI
Knowledge Spiral
Knowledge creation is not sequential
Show how organization articulate, organize, & systematize
individual tacit knowledge
Continuous activity of knowledge flow, sharing, &
conversion by individual, community, & organization
Using metaphore, model, & analogy in converting tacit
explicit tacit
its strengths is in its simplicity—both in terms of understanding the basic tenets of the
model and in terms of being able to quickly internalize and apply the KM model
19 September 2012 KM Teaching Group - MBTI 2012 24
26. CHOO MODEL
Stress on the importance of sense–making, knowledge
creation, & decision making
Focus on how information elements are selected and
subsequently fed into organizational actions
19 September 2012 KM Teaching Group - MBTI 2012 26
28. CHOO MODEL
Sense Making
Identify priorities & filter the information
Construct interpretations by exchange & negotiate
information
Combine with previous experience
19 September 2012 KM Teaching Group - MBTI 2012 28
29. CHOO MODEL
Weick, 2001 :
Loosely coupled system – human genome
System that can be taken apart/revised without damaging the
entire system
Permit adaptation, evolution, extension
Tight coupled system – human being
Sense making consist of 4 integrated process
Ecological change (environtment)
Enactment (construct, rearrange, clarify)
Selection (interpret & rationale changes)
Retention (provide the organization with new experiences)
19 September 2012 KM Teaching Group - MBTI 2012 29
30. AUDIENCE PARTICIPATION
Think for a while
Pick one of many important experiences in Ur life which
require your decision making skills
What did you do
How did you think it over
What is the reason for Ur decision
How that decision affect Ur life afterward
Is it the right or wrong decision?
What you learned from the situation
Do U think it’s worth to share as an valuable experience
19 September 2012 KM Teaching Group - MBTI 2012 30
31. WIIG MODEL
In order to be useful & valuable, knowledge must be
organized, depending on what will the knowledge use for
Dimensions in Wiig model
Completeness - knowledge sources relevance
Connectedness – relations between different knowledge object
Congruency – consistency between knowledge object (no
inconsistency, no misunderstanding)
Perspective & purpose – know something using dual purpose &
perspective to organize knowledge
Using semantic network to represent different perspective
of the same knowledge content
19 September 2012 KM Teaching Group - MBTI 2012 31
33. WIIG MODEL
Three level of knowledge
Public - explicit
Shared – held by knower & share at work
Personal – tacit, most complete from, unconciously use in daily
life
Four types of knowledge
Factual – data, measurement
Conceptual – concept & perspective
Expectational – hypothesis, judgement
Methodological - reasoning, strategies, dec. making
19 September 2012 KM Teaching Group - MBTI 2012 33
37. BOISOT I-SPACE MODEL
Knowledge concept of an ‘information good’
What an observer extract from data, based on their expectation
or prior knowledge
Effective knowledge sharing require sender & receiver
share context & coding scheme
Propose 2 key points
More easily data can be structured & converted into information,
more diffusible
Less data that has been so structured requires a shared context
for its diffusion, the more diffusible it becomes
19 September 2012 KM Teaching Group - MBTI 2012 37
39. BOISOT I-SPACE MODEL
I-Space Model
Data is structured & understood thru codification &
abstraction
Codification
Arrange into a systematic code
Creation of content categories
More categories, less abstract
19 September 2012 KM Teaching Group - MBTI 2012 39
40. BOISOT I-SPACE MODEL
I-Space Model
Visualized in 3 dimensions
Codified – uncodified
• Link to categorization & classification
Abstract – concrete
• Link to knowledge creation thru analysis & understanding
Diffused – undiffused
• Link to information access & transfer
19 September 2012 KM Teaching Group - MBTI 2012 40
41. BOISOT I-SPACE MODEL
Social Learning Cycle
Scanning
Problem solving
Abstraction
Diffusion
Absorption
Impacting
19 September 2012 KM Teaching Group - MBTI 2012 41
42. COMPLEX ADAPTIVE SYSTEM
View organization as an intelligence complex adaptive
system
A system which can adapt intelligently
Consist of many independent agents that interact with one
another
Their combined behaviour gives risesto complex adaptive
phenomena
Self-organize, no overall authority that direct how the
independent agent act
19 September 2012 KM Teaching Group - MBTI 2012 42
43. COMPLEX ADAPTIVE SYSTEM
Organization that
Composed of a large number of self-organizing component,
Seeks to maximize its own specific goals
Operate according to the rule & contect of relationships with other
component & external world
Take from environment, transform it into higher value outputs
19 September 2012 KM Teaching Group - MBTI 2012 43
44. COMPLEX ADAPTIVE SYSTEM
Key process in ICAS model
Understanding
Creating new ideas
Solving problems
Making decisions
Take action to achieve desired results
Emphasize on individual knowledge worker with their
competency, capacity, & learning
Leverage thru multiple networks
19 September 2012 KM Teaching Group - MBTI 2012 44
45. COMPLEX ADAPTIVE SYSTEM
8 emergent characteristic
1. Organizational intelligent
2. Shared purpose
3. Selectivity
4. Optimum complexity
5. Permeable boundaries
6. Knowledge centricity
7. Flow
8. Multidimensionality
19 September 2012 KM Teaching Group - MBTI 2012 45
46. COMPLEX ADAPTIVE SYSTEM
The emergent characteristic
Result of nonlinear interactions, synergitic interaction, &
self-organizing system
Serve to endow the organizations with internal capability to
deal with the future unanticipated environment yet to be
encountered
19 September 2012 KM Teaching Group - MBTI 2012 46
48. KNOWLEDGE CREATING/SHARING
How you prepare your breakfast?
The best way to take a picture
How’s your study style
What is your secret recipe to become a well known student
in the entire campus
19 September 2012 KM Teaching Group - MBTI 2012 48
49. CONCLUSION
KM encompass data, information, & knowledge (tacit &
explicit)
Model Krogh & Roos used organizational epistemology
approach & emphasize that knowledge resides in the mind
of individual and in relation with others
Nonaka & Takeuchi focus on knowledge spiral that explain
the transformation of tacit into explicit, then back again to
tacit as the basis of innovation & learning
Choo & Weick’s sense making approach focus on how
information element fed into organization thru sense
making, knowledge creating, & decision making
19 September 2012 KM Teaching Group - MBTI 2012 49
50. CONCLUSION
Wiig model based on principle in order to be useful &
valuable, knowledge must organize thru semantic network,
that is connected, congruent, & complete, and that has
perspective & purpose
ICAS view organization as a living entity concern with
independetn existence & survival
19 September 2012 KM Teaching Group - MBTI 2012 50
51. SUMBER INFORMASI
http://www.eknowledgecenter.com/articles/1010/1010.htm
http://www.ahg.com/absolutely%20knowledge%20management%20s
ystem.htm
http://www.prescientdigital.com/articles/content-management/content-
management-in-a-knowledge-management-context/
http://www.lc-stars.com/knowledge.html
http://peterpaulperez.wordpress.com/2011/04/18/knowledge-
management-in-the-call-center-industry/
http://www.ugc.edu.hk/tlqpr01/site/abstracts/098_hui.htm
http://www.ilo.org/public/english/employment/mifacility/activities/knowl
edge.htm
19 September 2012 KM Teaching Group - MBTI 2012 51
53. DRESSED 4 SUCCESS
Conduct a brief review after every class.
Complete the assigment on time.
Prepare and conduct the presentation seriously
Pay full attention about what the class discussed
Make notes to help understand the lecture.
Read & understand the main references/books
Look for the other lecture materials from other class
Keep 100% attendance