AKM PPT C2 KM Theories

CHAPTER 2

KNOWLEDGE MANAGEMENT

THEORIES

KNOWLEDGE MANAGEMENT THEORIES

Knowledge is becoming as intellectual asset, valuable commodity,

product and key to control the many emerging problems.Knowledge Characteristics Knowledge is tacit.

Knowledge is action-oriented.

Knowledge is supported by rules.

Knowledge is constantly changing.

Use of Knowledge doesn’t consume it.

Transferal of Knowledge doesn’t result in losing it.

Knowledge is abundant, but the ability to use is scarce.

Much of the Organization’s valuable knowledge walks out the door at

the end of the day.

KNOWLEDGE DIVIDE LINKAGES1. Lab-to-LabThis will involve organizing a consortium of scientific institutions and data providers. 2. Lab to LandThis will involve symbolic linkages between the providers of information and the users3. Land to LabTraditional Knowledge and wisdom among rural and tribal families concerning sustainable management of natural resources, land, water. 4. Land to LandLateral learning among rural families; such learning has high credibility because the knowledge coming from a fellow farm woman or man.

INTELLECTURAL CAPITAL MANAGEMENT Internet and the World Wide Web have made unlimited

sources of knowledge. ICM are of business value to the Organization. Intellectual Capital Assets viz., Patents, Intellectual

Property Know-how, Know-why, experience and expertise (Klenin,

1998; Stewart, 1997) Representative of a person’s real thinking – contextual

information, opinions, stories… KM both the capturing and storing the K Perspectives KM is the deliberate and systematic technology, people,

processes and structure of innovation. Creating, sharing, applying knowledge and feeding

lessons.

INTELLECTUAL CAPITAL GROWS WITH USE

Today’s Intellectual Capital Future Intellectual CapitalKnowledge Management Knowledge Management

Social Capital

Human Capital

Structural Capital

Social Capital Human

Capital

Structural Capital

ORGANIZATIONAL LEARNING

INTER DISCIPLINARHY NATURE OF KM1. Organizational Science2. Cognitive Science3. Linguistics and Computational linguistics4. Information Technologies – Knowledge based Systems,

Document & Information Management, Electronic performance Support Systems, Date base

Technologies.5. Information and Library Science6. Technical Writing and Journalism7. Anthropology and Sociology8. Education and Training9. Storytelling and Communication Studies10. Collaborative Technologies – Computer Supported Collaborative work, Groupware, Intranets, Extranets, Portals and other web technologies

ADVANTAGE OF KNOWLEDGE MANAGEMENT Multidisciplinary nature of KM represents a double-edged

sword. Journalist can quickly adapt his skill set to the capture of

knowledge from experts. KM cannot said to be a separate discipline with a unique

body of knowledge. Knowledge is more subjective based on the individual

values, perceptions and experiences.

Data: Content that is directly observable or verifiable Information: Content that represents analyzed data Knowledge: Information Management is the ability of KM to

address knowledge in all forms, notably tacit knowledge and explicit knowledge.

IDENTIFICATION OF KEY ATTRIBUTIES OF KM

Generating New Knowledge Accessing valuable knowledge from outside sources Using accessible knowledge in decision making Embedding knowledge in processes, products and/or services Representing knowledge in documents, databases and software Facilitating knowledge growth through culture and incentives Transferring existing knowledge into other parts of the organization Measuring the value of knowledge assets and/or Impact of knowledge

management Tacit Knowledge resides within individuals & difficult to articulate Notion of added value that can be codified and disseminated

( Polanyi, 1966)

DEVELOPMENT PHASES IN KM HISTORY

• 1800 – Industrialization

• 1850 – Transportation

• 1900 – Communication

• 1950 – Computerization

• 1980 – Virtualization

• 2000 + + Personalization

• Birth of the Internet 1969

• Launch of ARPANET allowed Scientist and Researcher to

communicate large data sets.

• Internet and World Wide Web

KNOWLEDGE MANAGEMENT MILESTONESYEAR ENTITY EVENT 1980 – DEC,CMU XCON Expert System 1986 – Dr.K.Wiig Coined KM concept at UN 1989 – Consulting firms start Internal KMProjects 1991 – HBR article Nonaka & Takeuchi 1993 – Dr.K.Wiig First KM Book Published 1994 – KM Network First KM Conference Mid- 1990s – Consulting firms start offering KM

Services Late 1990s – Key vertical Industries Implement

KM start seeing benefits 2000 – 2003 Academia KM Courses/Programs in

Universities with KM texts

FROM PHYSICAL ASSETS TO KNOWLEDGE ASSETS Traditionally Airline Organization’s asset included

in the Physical Inventory. Software enables seat reservation system not

only logistics but “yield management system” Non-Physical Assets such as Just-in-time (JIT)

inventory systems are more value.Intellectual Capital1.Competence-Skills to achieve high performance 2. Capability-Strategic Skills to integrate

competencies3. Technologies-Tools & Methods to produce

physical results

ORGANIZATION PERSPECTIVES ON KM1.Business Perspective – Why, Where and to what

extent the organization exploit knowledge in order to consider the strategies, products, services, alliances, acquisition etc.

2.Management Perspective – determining, organizing, directing, facilitating and monitoring knowledge-related practices to fulfill the objectives.

3.Hand-on Perspective – applying the expertise to conduct explicit knowledge related work or tasks.

WHY IS KM IMPORTANT TODAY?1.Globalization of Business- Organization are more global-

multisite, multilingual & multicultural in nature.

2.Leaner Organization – Faster performance due to smarter Knowledge workers increased workload

3. Corporate Amnesia – Problems of Knowledge places continuous learning demands of the knowledge worker do not spend his time in the same organization.

4.Technological Advances – IT measured in minutes, not weeks. Filtering over 200 emails, faxes, voicemail daily .“Pavlovian Reflex” – exhibit new mail or ringing of the phone demands immediate attention.

Knowledge workers are increasingly being asked to “to think on their feet”

KM FOR INDIVIDUALS, COMMUNITIES AND ORGANIZATIONS

For the Individual KM

Helps jobs, save time, decision making and Problem

solving, Keep up to date, contribute Challenges &

Opportunities

For the Community KM

Develops Professional skill, peer-to-peer mentoring,

networking, code of ethics and common language.

For the Organization KM

Drive Strategy, Cross-fertilizes ideas, builds organization

memory

KM FOR INDIVIDUALS, COMMUNITIES AND ORGANIZATIONS

For the Individual KM

Helps jobs, save time, decision making and Problem

solving, Keep up to date, contribute Challenges &

Opportunities

For the Community KM

Develops Professional skill, peer-to-peer mentoring,

networking, code of ethics and common language.

For the Organization KM

Drive Strategy, Cross-fertilizes ideas, builds organization

memory

KNOWLEDGE MANAGEMENT THEORIES

1.Multi Perspective Theory

2. Triology Model

2.1.OODA Loop Model

2.2. SECI Model

2.3. Oinas-Kakkonen Model

3. KISARD Model

4. Knowledge Management Hypercube Strategy

1. MULTI PERSPECTIVE THEORY (TOP)Technical Perspective (T) KMS strategy is mainly discussed in information technology

and communication area comprising of network infrastructure, intelligent systems, technology equipment and internet/intranet tools

Organizational Perspective (O) KMS research is described by social science and business

management discipline related to the context. Business direction and process within its environment that

supported KMS technology. Personal Perspective (P) KMS is concerned on the issues related to human factor

within the context comprising psychology and sociology aspects.

It helps researcher to understand the complex human issues of the organization

KNOWLEDGE MANGEMENT PROCESS

2. TRIOLOGY MODEL

2.1.OODA Loop Model Not much is understood about how knowledge is created

in organizations or how the knowledge creation process can be managed (Tsoukas and Mylonopoulos, 2004).

However, some tend to believe that a single model devised to work on knowledge creation is enough to work in all situations, similar to the theorems developed in Mathematics.

Knowledge is regarded as important for creating organizational value and enhancing organizational competitiveness, especially in an unpredictable environment (Nonaka, 1994).

Same is very true for learning organizations. Today, in the age of knowledge economy and knowledge is the key to success of the individual, the organization and even the nation as a whole.

2. TRIOLOGY MODEL

The focus here is to understand three models of Knowledge Management sectors of society at different times.

2.1.The OODA Loop Model (for Observe, Orient, Decide and Act), a concept applied to the combat operations process, often at tactical, operational tactical and grand strategic level in the military is also adapted today by commercial operations.

2.2.The SECI Model (Socialization, Externalization, Combination and Internalization) was developed in 1991 by Professor Ikujiro Nonaka of Japan Institute of Science and Technology and

2.3.Oinas-Kakukonen Model (Comprehension, Communication, Conceptualilization and Collaboration) was proposed in 2004 by Harri Oinas-Kukkonen of the University of Oulu, Finland and Stanford University, USA.

2.1. OODA LOOP MODEL• John Boyd emphasized that learning is a product of

decision making process within the mind of the person. Thus, understanding this process and creating a shorter and better way to create learning must be the main focus, in order for the organization to ensure that learners will be able to demonstrate their learning at the fastest rate possible and gain advantage against the enemy. In our case the enemy is time.

• According to John Boyd, this decision making process within the person’s mind can be classified into a Process Loop. This means that a human being can learn and come up with his best decision using a single process loop. He called this as OODA Loop, which is derived from, Observe, Orient, Decide and Act (OODA).

2.1. OODA LOOP MODELObserve• John Boyd Theory contends that the very first step to this

process is for the person to observe the variables around him. These variables can be events and information that the person notices around him. He notes it in order to the preposition his thinking to the next phase of the process, which is orientation.

Orient• After noticing the various informations around him, the learner

now positions himself by taking into account his own previous knowledge, culture and traditions, and new information. The learner then analyses the new information versus his own previous knowledge, and connects them through synthesis. This is the phase where the learner understands what is going on around him. At this point, the learner has not created new knowledge, but readies himself for the next phase of the process, which is to decide.

2.1. OODA LOOP MODELDecide• At this point, the learner has gained significant level of

understanding regarding the new information around him, he now understands what is going on and prepares himself to adapt towards the new situation. So, the next step is to decide, based on his new experience, if he is going to make the new experience a part of his new knowledge. Should the learner decide to neglect the new experience, his next process is to get back into the observation phase and restart the process. If the learner accepts the new experience as part of his new knowledge, he is now prepared to demonstrate his new learning to his environment.

Act• After deciding the best course of action to the given situation,

the learner quickly moves into putting that decision into action. This is the time that learner demonstrates his understanding of the given situation to the best of his ability and knowledge constructed within his mind.

2.2.SECI MODEL

• According to Professor Ikujiro Nonaka, knowledge creation is a spiraling process of interactions between explicated and tacit knowledge. The interactions between the explicit and tacit knowledge lead to the creation of new knowledge. The combination of the two categories makes it possible to conceptualize four conversion patterns. Nonaka also suggests a different approach which facilitates the knowledge conversion for his SECI Knowledge Creation Model.

 Socialization • This mode enables the conversion of tacit knowledge through

interaction between individuals. One important point to note here is that an individual can acquire tacit knowledge without language. Apprentices work with their mentors and learn craftsmanship, not through language but by observation, limitation and practice. In a business setting, on-the-job training uses the same principle. The key to acquiring tacit knowledge is experience. Without some form of shared experience, it is extremely difficult for people to share each other’s thinking process.

2.2. SECI MODEL

2.2.SECI MODEL

Externalization• Externalization requires the expression of tacit knowledge

and its translation into comprehensible forms that can be understood by others. In philosophical terms, the individual transcends the inner and other boundaries of the self.

• During the externalization stage of the knowledge creation process, individual commits to the group, and thus becomes one with the group. The sum of the individual’s intentions and ideas fuse and become integrated with the group’s mental world.

• In practice, externalization is supported by two keys factors. First, the articulation of tacit knowledge, that is, the conversion of tacit into explicit knowledge, involves techniques that help to express one’s ideas or images as words, concepts, Figurative language (such as metaphors, analogies or narratives) and visuals. Dialogues, listening and contributing to the benefit of all participants, strongly support externalization.

2.2.SECI MODEL

Combination• Combination involves the conversion of explicit knowledge into more

complex sets of explicit knowledge. In this stage, the key issues are communication and diffusion processes and the systemization of knowledge. Here, new knowledge generated in the externalization stage transcends the ground in analogues or digital signals.

Internalization• Internalization of newly created knowledge is the conversion of

explicit knowledge into the organization’s tacit knowledge. This requires the individual to identify the knowledge relevant for one’s self within the organizational knowledge. That again requires finding one’s self in a larger entity. Learning by doing, training and exercise allows the individual to access the knowledge realm of the group and the entire organization.

• In practice, internalization relies on two dimensions: First, explicit knowledge has to be embodied in action and practice. Thus, the process of internalizing explicit knowledge actualizes concepts or methods about strategy, tactics, innovation or improvement. For example, training programmes in larger organizations help the trainees to understand the organization and themselves in the whole.

2.3.OINAS-KUKKONEN MODEL

According to Harri Oinas-Kukkonen, there are four phases or sub-processes in the knowledge creation process.

Comprehension• The author contends that learning begins with comprehension. He

defines it as a process of surveying and interacting with the external environment, integrating the resulting intelligent with other project knowledge on an ongoing basis in order to identify problems, needs and opportunities, embodying explicit knowledge in tacit knowledge, learning by processes. New concepts or methods can thus be learned in virtual situation.

Communication• The Oinas-Kukkonene Model says that communication is a process of

experiences between people and thereby creating tacit knowledge in the form of mental models and technical skills. It produces dialog records, which emphasize the needs and opportunities, integrating the dialog slang with resulting decisions with other project knowledge an ongoing basis. At this stage, the learner gains new information through communication with other people, these results in creation of tacit knowledge that is shared by the people around the learner.

2.3.OINAS-KUKKONEN MODEL

Conceptualization • According to the Oinas-Kukkonen Model, conceptualization is a collective

reflection process articulating tacit knowledge to form explicit concepts and systemizing the concepts into a knowledge system. It produces knowledge products of a project team, which form a more or less comprehensive picture of the project in hand, and are iteratively and collaboratively developed; may include proposals, specifications, descriptions work breakdown structures, milestones, timeliness, staffing, facility requirements, budgets etc rarely a one-shot effort.

Collaboration• With new explicit knowledge, the learners are now ready to work together

into putting their conceptualized information together, using teamwork, and demonstrate the new knowledge they have successfully created. All of this revolves around, and is a product of, collective intelligence of the learners involved.

• In other words, the learners now create their own product, thereby converting their developed tacit knowledge into explicit knowledge. The learners can effectively concretize their understanding in a piece of paper or project.

• Educational model has been derived from the integration of the OODA Loop Model, SECI Model and Oinas-Kukkonen Model.

2.3.OINAS-KUKKONEN MODEL

Integration of Three Models• Based on the integration of the three models on knowledge

creation process, a conceptual knowledge creation model is proposed that is tailored for classroom instructional application. Knowledge Creation process can be simplified into three phases. Thus, the new model would be able to simplify the concepts and processes specially designed for classroom learning.

• In the workplace environment, people have the mindset to perform their jobs and earn living. They expect to work and not learn the way they did in school. That is why they don’t carry textbooks, notebooks, calculators and other learning materials paraphernalia and they do not expect professors or teachers to lecture them on a certain subject. Workers are oriented to work. That is why, in order to make the workplace environment a learning organization, orientation or externalization was included in the business organization and the academic world today.

Integration of Three Models

• The new Trilogy Model of Knowledge is composed of three processes the learner must undergo before he can develop and demonstrate his new knowledge. These are the observation and orientation, adaptation and absorption and manifestation and substantiation.

• Source: DJ.Collis and Montgomery, Competing on Resources, HBR, July-August, 1995.

Observation and Orientation

Adaptation and Absorption

Manifestation and Substantiation

INFORMATION SYSTEM AS KNOWLEDGE SOURCES

3.KISARD MODEL• AKIS system integrates farmers,

Agricultural Educators, Researchers, Extensionists to harness the Knowledge and Information from various sources for better farming and better livelihood.

• The reality can be emphasized in “Knowledge Triangle”. Teaching, Research and Extension are three important integrating aspect for better performance among these actors as well as support systems that facilitate the relationship to achieve the target of responsibilities.

3. KISARD MODEL

RESEARCH EXTENSION

SUPPORT SYSTEMS EDUCATION

AGRICULTURAL PRODUCERS

3. KISARD MODELAn Idealized AKIS Model

Support Systems Policy Advocacy

Credit Facilitation Market Outlet Price Negotiation

Information Dissemination Political Empowerment

Exchange of Experience Supply of Inputs Supply of Animal Health Services Supply of Artificial Insemination Breeding Stocks

4. HYBERCUBE STRATEGYDIMENSION 7 BUSINESS PROCESS FOCUS•Single Process• Selected Process• All Process

DIMENSION 1ORGANIZATIONAL FOCUS•Internal Knowledge• External Knowledge

DIMENSION 6 TARGET GROUPS•Selected Group• All Employees

DIMENSION 2SOCIO TECHNOLOGICAL FOCUS•Codification• Personalization

DIMENSION 3SPEED LEARNING•Slow Learning• Fast Learning

DIMENSION 4ORGANISATIONAL KNOWLEDGE BASE•Narrow Knowledge base•Broad Knowledge base

DIMENSION 5 DEGREE OF INNOVATION•Exploitation• Exploration

KNOWLEDGE MANAGEMENT

STRATEGY

4. HYBERCUBE STRATEGYDIMENSION 1 Internal- Readily available within organizationExternal – Publications, Universities, Govt.

departments, Vendors

DIMENSION 2Codification- Knowledge is codified and stored in

databasesPersonalization-knowledge is tied to the person who

developed

DIMENSION 3Slow Learning- Integration of different

knowledge threadsFast Learning – one singly knowledge thread

4. HYBERCUBE STRATEGYDIMENSION 4Narrow Based Knowledge – can lead to core rigidity Broad Based Knowledge – combination of different knowledge

threadsDIMENSION 5Exploitation – Incremental Learning Exploration – Radical LearningDIMENSION 6 Selected Groups – Target group are the Agricultural Farmers in

particular regions.All Employees – Employees altogether DIMENSION 7Single – Individual’s Responsibility handling of knowledge Selected – Patents, Operational Management, Customer relations,

Structural Knowledge assetsAll Process – Integrated within the overall business strategy in

parallel with other strategies

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