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Knowledge Management Foundations : Thinking about Thinking : How People and Organizations Create, Represent and Use Knowledge / K.M. Wiig.
... It is evident from the literature that exists two types of knowledge, tacit and explicit (Wiig, 1993;Nonaka & Takeuchi, 1995;Nonaka & Konno, 1998). This distinction became well known thanks to Polanyi's work (Polanyi, 1958 and1966). ...
... On the basis of this distinction Wiig (1993) stated that some knowledge is recognized, documented and therefore explicit while some is tacit, so it is not well known and is likely to be used automatically (Wiig, 1993). Moreover, according to Smith (2001) tacit knowledge is local and we cannot find it in manuals and books. ...
... On the basis of this distinction Wiig (1993) stated that some knowledge is recognized, documented and therefore explicit while some is tacit, so it is not well known and is likely to be used automatically (Wiig, 1993). Moreover, according to Smith (2001) tacit knowledge is local and we cannot find it in manuals and books. ...
Knowledge is an important tool that companies use worldwide to improve their efficiency. Managing knowledge has received considerable interest among researchers as it increases the performance of the organization. Since our time is recognized as the era of the knowledge economy, it is important, not only for private but also for public organizations, to understand the importance of Knowledge Management (KM) and to focus on implementing KM practices to achieve better efficiency and to improve the quality of the services provided. The employees of the Prefecture were chosen as case study. The purpose of this study is to investigate whether Knowledge Management (KM) activities are used in the Prefecture. This paper assesses whether specific characteristics of the employees affect their responses. This study also investigates how employees understand KM, its importance, its benefits and difficulties. A quantitative survey was selected to investigate KM in the Prefecture. The link of the questionnaire was emailed and completed online from 153 employees. The results show that employees’ responses are affected by particular characteristics such as position of responsibility and years of service in the Prefecture. The findings also reveal that the majority of respondents ignore the existence of a KM Strategy in the Prefecture and associate KM with benefits such as improvement of efficiency and response to customers’ needs. The study, which is the first in the Greek public sector, also provides valuable information about KM in the Prefecture as it presents a framework for the assessment of KM enablers.
... A Gestão do Conhecimento (GC) é a construção sistemática, explícita e intencional do conhecimento para maximizar a eficiência e o retorno sobre os ativos de conhecimento da organização (Wiig, 1993). Tal gestão engloba "uma coleção de processos que governa a criação, disseminação e utilização do conhecimento para atingir plenamente os objetivos da organização" (Teixeira Filho, 2000, p. 22). ...
Considerando que solo el conocimiento es capaz de crear ventajas competitivas sostenibles para que las organizaciones puedan enfrentar los desafíos contemporáneos, y que estas ventajas solo pueden ser disfrutadas a través de la memoria organizacional, este trabajo realizó un levantamiento bibliográfico sobre la gestión del conocimiento, los modelos de implementación de la gestión del conocimiento, factores críticos de éxito de la gestión del conocimiento y la memoria organizacional. Las búsquedas, de 2008 a 2021, se realizaron en la Base de Dados de Periódicos em Ciência da Informação y en la Scientific Electronic Library Online. Se recuperaron 435 registros que, eliminadas inconsistencias y duplicaciones, resultaron en 243 registros válidos. A través de esta encuesta, fue posible verificar el análisis situacional sobre los estudios que involucran a los conceptos investigados, así como la relación entre ellos, en los últimos 14 años, lo que permitió, como resultado, afirmar que estos temas están en evidencia, sin embargo, la relación entre ellos necesita ser explorada más a fondo. Se cree que la realización de estudios como este puede contribuir a la consolidación de la gestión del conocimiento, la memoria organizacional y las Ciencias de la Información, además de colaborar para que haya más casos exitosos de gestión del conocimiento en las organizaciones.
... It can be clearly seen that definitions and process steps determined by different authors and sources are very similar, therefore, we can declare that knowledge management is not about "what", but about "how". Knowledge management is about acting to build and leverage knowledge through an understanding of how it is created, acquired, processed, distributed, used, harnessed, controlled, etc. (Wiig 1993). ...
Nowadays knowledge has become a strategic resource, and plays a crucial role in education, innovation, different development processes, thus, in economic growth. Considering the rapidly and continuously changing business environment, the impacts of globalisation and digitalization, staying competitive is a great challenge for companies both in public and private sectors in the 21 st century. Through the information society or knowledge-based society came to the fore, the use of diverse information technology tools and methods has become a significant influence factor in the daily life of both individuals and organisations. In this new economy the appearance of Information and Communications Technology (ICT), the different online applications-especially social media-represent a completely different and new structure in communication and education. Although the relationship between education and sustainable development is complex, there is no doubt that education is an essential tool for achieving sustainability. Also United Nations highlighted the importance of sustainability and the role of education and digitalization in it-in 2015 UN General Assembly emphasized the cross-cutting contribution of ICT to the newly defined Sustainable Development Goals as ICT can accelerate the progress of sustainability. The current paper is intended to summarize the most important related literature and provide a better understanding of knowledge-based economy, digitalization and education for sustainability. Furthermore, the study offers a brief introspection into the current situation of Europe-compared with Hungary-in terms of digital competence and use of ICT. The research methods are the analysis of different related articles and reports, a comparative analysis of digital skills and competences between Hungary and European Union based on the reports published by the European Commission: Measuring Digital Skills across the EU: EU wide indicators of Digital Competence (2014); Survey of Schools: ICT in Education (2013) and Europe's Digital Progress Report 2017. Moreover, Authors mapped the current situation of ICT usage habits in secondary education in Hungary based on their own empirical research. The main findings of the study show that Hungary has a better position in terms of digital skills in comparison with the average of the European Union. Although it is obvious that usage of different ICT tools is essential in education in order to make knowledge transfer easier, the inconvenience of the older generation can reduce the efficiency of the new technology in education. Summarizing the results it can be clearly seen that confidence of digital skills are higher in Generation Y and Generation Z, as they have the basic need to use different ICT tools, mobile and online technologies in their everyday life.
... Nesse contexto, para salientar a valorização do autoconhecimento na era do conhecimento, Farah (2007a, p.25), indaga sobre várias questões, dentre as quais destaca a seguinte: "será que na busca de obter informações e conhecimento não estamos cada vez mais distantes da prática do autoconhecimento, o qual pode nos oferecer um vasto manancial de criatividade para enfrentarmos os desafios do mundo exterior"? Assim, Souto (2017), complementa ser justamente neste ponto, para promover o desenvolvimento dos indivíduos, que a gestão do conhecimento através das suas práticas de aprendizado informal e interativo, ao citar "o coaching na prática, como sendo uma possibilidade de evolução para o processo de formação, contribuindo para superar a lacuna do autoconhecimento" (SOUTO, 2017, p.6 (WIIG, 1993). Para Wiig (1997), a gestão do conhecimento precisa entender, focar e gerenciar, de forma sistemática, a criação, a renovação e a aplicação do conhecimento nas organizações. ...
The objective of this article is to verify how the coaching process can contribute to the development of Personal Knowledge Management (PKM). Despite being extensively discussed in the business environment, especially in the development of executives and leadership, and in the sports field, the debate about coaching in other areas of personal development is still in its early stages, as is personal knowledge management. Although in many works, PKM is treated as a subarea of knowledge management, in this paper, we consider it as a specific area of study. The method used was integrative review, which allows for the synthesis of previous studies, thus generating new knowledge on the studied topic. The search focused on works published in the CAPES journals portal, in the period between 2009 and 2019. The results demonstrated that coaching can contribute to personal knowledge management, as it allows individuals participating in the process to identify, categorize, store, organize, and share personal knowledge, and consequently, self-development and a greater perception of self-awareness for individuals.
... • Socialização: É uma etapa através da qual os membros do "grupo", compartilham (Wiig, 1993). O modelo amplia a visão de inteligência e a considera como a capacidade de qualquer pessoa de pensar, raciocinar, entender e agir. ...
Data Science aims to infer knowledge from facts and evidence expressed from data. This occurs through a knowledge discovery process (KDD), which requires an understanding of the application domain. However, in practice, not enough time is spent on understanding this domain, and consequently, the extracted knowledge may not be correct or not relevant. Considering that understanding the problem is an essential step in the KDD process, this work proposes the CAPTO method for understanding domains, based on knowledge management models, and together with the available/acquired tacit and explicit knowledge, proposes a strategy for construction of conceptual models to represent the problem domain. This model will contain the main dimensions (perspectives), aspects and attributes that may be relevant to start a data science project. As a case study, it will be applied in the Type 2 Diabetes domain. Results show the effectiveness of the method. The conceptual model, obtained through the CAPTO method, can be used as an initial step for the conceptual selection of attributes.
Knowledge management (KM) practitioners have studied the processes through which knowledge is acquired, distributed, and used. However, they have generally not considered the fact that before learning something new, organizations have to revise, update, or, indeed, actively remove outdated, incorrect “knowledge.” In this regard, some researchers have shown the imperative need to analyze the concept of unlearning as a process that allows companies to regenerate, revise, update, or set aside existing knowledge that is no longer useful in its current form. The concept of unlearning has evolved from being seen as something negative (getting rid of knowledge) to something positive (updating knowledge). During this evolution, different classifications of the concept of unlearning have emerged: first, from the point of view of the causes of unlearning (accidental versus intentional) and, second, from the levels of execution of the process of unlearning (i.e., individual, group, or organizational). This chapter aims to highlight these different points of view with respect to the concept of unlearning, as well as to introduce the term “unlearning capability” as a challenge for future research on knowledge management. In addition, this chapter analyzes the dynamic view on unlearning, exploring the theoretical and practical challenges for knowledge management research. New lines of research and suggestions are proposed to knowledge management practitioners and researchers.
Reflecting on the history and development of the knowledge management discipline from an academic and applied research perspective, this chapter will outline the KM essentials as core of the discipline and open questions to be addressed in the future. Secondly, the author will discuss in particular the role of KM within organizational practice in regard to the overall societal challenges all organizations are facing today globally. Thirdly, the chapter will provide an outlook of the discipline in the light of future developments and suggests some research topics to be addressed by interdisciplinary KM research in the future. Beside on drawing on more than 35 years of experience in the KM field, this contribution will profit from previous research undertaken on the future of KM (2002 and 2012), contributions to guidelines and standards for KM (e.g., CEN, DIN, ISO), as well as from working with European Fortune 500 companies over the past 25 years.
Objetivo: O estudo apresenta uma análise em uma organização escolar e tem como objetivo apresentar um modelo de gestão do conhecimento aplicado à unidade. Metodologia: A metodologia compreende pesquisa bibliográfica, uma observação direta e uma coleta utilizando aplicação de questionário junto ao corpo docente de uma escola. Resultados: Como resultado, o modelo proposto contempla as etapas necessárias para o desenvolvimento da gestão do conhecimento de forma sistemática, explícita e aplicada para que ocorra o desenvolvimento da inteligência organizacional. Conclusões: Conclui-se que um dos fatores centrais no desenvolvimento da gestão do conhecimento e da inteligência dentro da organização na unidade escolar estudada é a cultura dos líderes e a vontade individual dos envolvidos. Somente desta maneira é possível efetivar o ciclo da gestão do conhecimento e inteligência na organização, por meio da geração, da transferência, da retenção e apropriação destes saberes.
Purpose: This paper reviews the elegant and practical concepts developed by John Lewis in The Explanation Age® by expanding the summary from Sisson’s 2023 Unified Theory of Knowledge Management dissertation literature review. Approach: The integrated concepts are discussed individually, as well as in relation to their implications. Contents: The Explanation Age redirects thinking with Option Outlines™, providing a means to develop and document why answers into decision-making with transparency. It introduces the unified Innate Lesson Cycle™ change model, which explains the difference between conditioning and determination to develop better answers. Based on neuroscience, Story Thinking™ recognizes that everything is in a story (unlike storytelling, which communicates only about the past and envisions the future). Story Thinking provides an approach to better execute the innate lesson cycle. The 8 Degrees of Reason™ and The Symbiotic Table of Knowledge™ provide underpinnings for the accepted endpoints for answers. Findings: The Explanation Age and Story Thinking support Lewis’s viewpoint of Knowledge Management as learning. Story Thinking can lead to transformational leadership results through collaboration. Lewis’s constructs provide an alternate view to the forensic knows, Aristotle’s causes, and Sisson and Ryan’s (2015; 2017) “11 things we know” (Sisson, 2023, figure 6-2). Research limitations: Since their 2008 inception, new implications of Explanation Age concepts continue to surface. Practical implications: Lewis’s concepts provide useful constructs for thinking and understanding learning from a KM perspective. Option Outlines provide a way to document why. “The Innate Lesson Cycle describes the phases of lesson-based learning, for both” experiential (Kolb) and rote (Skinner) learning (Lewis and Sisson, 2016; Sisson, 2023) making their concepts more useful. Story Thinking—as a practical operational strategy—extends the implementation capabilities of the Innate Lesson Cycle and provides an approach for transformational leadership. Social implications: Story Thinking as an operational concept provides new ways to identify innovative ideas and facilitate change. Sensemaking and transparency in decision-making (missing in the fundamental models used by institutions, such as agile, education, healthcare, and policy) are the basis for this (the only complete) descriptive model of change.
Purpose: This paper reviews the elegant and practical concepts developed by John Lewis in The Explanation Age® by expanding the summary from Sisson’s 2023 Unified Theory of Knowledge Management dissertation literature review. Approach: The integrated concepts are discussed individually, as well as in relation to their implications. Contents: The Explanation Age redirects thinking with Option Outlines™, providing a means to develop and document why answers into decision-making with transparency. It introduces the unified Innate Lesson Cycle™ change model, which explains the difference between conditioning and determination to develop better answers. Based on neuroscience, Story Thinking™ recognizes that everything is in a story (unlike storytelling, which communicates only about the past and envisions the future). Story Thinking provides an approach to better execute the innate lesson cycle. The 8 Degrees of Reason™ and The Symbiotic Table of Knowledge™ provide underpinnings for the accepted endpoints for answers. Findings: The Explanation Age and Story Thinking support Lewis’s viewpoint of Knowledge Management as learning. Story Thinking can lead to transformational leadership results through collaboration. Lewis’s constructs provide an alternate view to the forensic knows, Aristotle’s causes, and Sisson and Ryan’s (2015; 2017) “11 things we know” (Sisson, 2023, figure 6-2). Research limitations: Since their 2008 inception, new implications of Explanation Age concepts continue to surface. Practical implications: Lewis’s concepts provide useful constructs for thinking and understanding learning from a KM perspective. Option Outlines provide a way to document why. “The Innate Lesson Cycle describes the phases of lesson-based learning, for both” experiential (Kolb) and rote (Skinner) learning (Lewis and Sisson, 2016; Sisson, 2023) making their concepts more useful. Story Thinking—as a practical operational strategy—extends the implementation capabilities of the Innate Lesson Cycle and provides an approach for transformational leadership. Social implications: Story Thinking as an operational concept provides new ways to identify innovative ideas and facilitate change. Sensemaking and transparency in decision-making (missing in the fundamental models used by institutions, such as agile, education, healthcare, and policy) are the basis for this (the only complete) descriptive model of change.
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