Lesson 1 KM

• Knowledge Management is an emerging field. Many issues are to be resolved, and much learning are yet to be discovered because it still has not taken its final shape.
• KM had started taking shape and come into sight on the maps of seminars and conference organizers in the beginning of 1990s, but It is important to note that debate had started much earlier (Hayek, 1945; Bell, 1978)
• First Generation (1991): The initial work started with defining KM, investigating the potential benefits of KM

  for businesses, and designing specific KM projects. Advancement on artificial intelligence influenced research on KM, mainly in the direction of knowledge

  representation and storing.
• Second Generation (1996): KM practical application to organizations started in the second generation of KM. Many organizations have started implementing KM during this generation, KM research issues focus was business development, organizations, frameworks, operations and processes.
• Third Generation (2002): Focus seems to be on result part such as the link between knowing and action. All knowledge are inherently social, cultural, and organizational knowledge can only be realized through change in organizational activity and practice.
• 1st Gen: Explicit, Tacit, Implicit Knowledge
• 1st Gen: KM Fundamentals
• 2nd Gen: KM Frameworks
• 2nd Gen: KM Projects
• 2nd Gen: KM and AI
• 3rd Gen: KM and Decision Support
• 3rd Gen: KM Surveys
• 3rd Gen: KM Software Tools
• 3rd Gen: KM in SME's
• 3rd Gen: KM in Higher Education
• 3rd Gen: KM standardization
• Definition of knowledge ranges from practical to the conceptual to the philosophical and from narrow to broad in scope. The perception of knowledge has been actively discussed since at least the time of the ancient Greeks.
• Socrates, in Theaetetus by Plato (369 BC), conceptualized knowledge as a true belief with an account commonly identified as the concept of justified true belief but then indicated this definition remained inadequate. Knowledge has since received many definitions.
• First, it refer to a state of knowing, by which we also mean to be acquainted or familiar with, to be aware of, to recognize facts, methods, principles, techniques and so on. This common usage corresponds to what is often referred to as “know about."
• Second, the word "knowledge" refers to "the capacity for action," an understanding or grasp of facts, methods, principles and techniques sufficient to apply them in the course of making things happen. This corresponds to “know how."
• Third, the term "knowledge" refers to codified, captured and accumulated facts, methods, principles, techniques and so on. When we use the term this way, we are referring to a body of knowledge that has been articulated and captured in the form of books, papers, formulas, procedure manuals, computer code and so on.
• Nonaka and Takeuchi (1995) divided knowledge types into

  two categories: explicit & tacit. Yet, in many books it is viewed that there may be three: explicit, tacit & implicit

  (Liebowitz & Beckman, 1998)
• Explicit:

  • Often referred to as codified or articulated knowledge, explicit knowledge is easily captured, documented, and shared. It's the kind of knowledge you can readily write down, store in a database, or explain in a lecture.
  • Easy to communicate and share: Explicit knowledge can be transmitted through written documents, presentations, training manuals, or verbal communication.
  • Systematic and organized: It can be structured in a logical format, making it easy to store, retrieve, and search for.
• Tacit:

  • This is the opposite of explicit knowledge. Tacit knowledge is implicit, experiential, and often difficult to articulate or formalize. It's the know-how, intuition, and skills we gain through experience that are often subconscious and challenging to express in words.
  • Difficult to capture and share: Tacit knowledge is often embedded in individuals' minds and is acquired through hands-on experience or practice.
  • Highly personal and context-dependent: It's influenced by personal experiences, values, and ways of working, making it challenging to transfer to others in a standardized way.
• Implicit:

  • Is unconsciously held knowledge that we acquire and utilize automatically without deliberate effort. It's often the 'how' without the 'why' - we know how to perform a task without necessarily being able to explain the underlying principles or steps involved.
  • Difficult to articulate or explain: It can be challenging to express implicit knowledge in words as it's not explicitly codified.
  • Implicit knowledge is more universal and skill-based, acquired through general experiences and actions.
• Explicit knowledge: This is the codified and easily communicated form of knowledge, often derived

  from both implicit and tacit knowledge that has been captured and documented.
• Implicit knowledge: This forms the foundation for both tacit and explicit knowledge, providing the unconscious skills and understanding we build upon.
• Tacit knowledge: This complements implicit knowledge by adding the layer of personal experience and contextual understanding.
• Explicit knowledge provides a readily accessible reference point.
• Implicit knowledge allows for smooth execution of tasks and procedures.
• Tacit knowledge brings valuable insights and personal expertise to the table.
• Knowledge assets are the intellectual resources that hold value for an organization. They encompass a wide range of things, both tangible and intangible.
• Think of knowledge assets as the building blocks of an organization's intellectual capital. They represent the collective knowledge, skills, experiences, and information that contribute to the organization's success. Unlike physical assets like buildings or equipment, knowledge assets are intangible, residing in the minds of employees, documented processes, and technological systems.
• Human Capital:

  • This refers to the knowledge, skills, and expertise of the workforce. It includes the experience of veterans, the problem- solving abilities of teams, and the creative thinking of individuals.
• Structural Capital:

  • This encompasses the documented and formalized knowledge of the organization. It can include things like policies, procedures, best practices, patents, and copyrights.
• Supporting Technologies:

  • These are the tools and systems that enable the creation, storage, retrieval, and application of knowledge. This includes knowledge management systems, collaboration platforms, databases, and even physical libraries.
• Examples of Knowledge Assets:

  • A marketing team's understanding of customer needs and preferences.
  • A documented process for developing new products.
  • A patent for a unique invention.
  • A database of customer service solutions.
  • A training program for new employees.
  • A well-organized project management system.
• Competitive Advantage:

  • Possessing unique knowledge and expertise can give an organization a leg up in the marketplace.
• Improved Decision-Making:

  • Access to relevant and up-to-date information leads to better decisions.
• Innovation:

  • Sharing and combining knowledge across departments fosters creativity and innovation.