Knowledge development and creation in email

Newly created knowledge is increasingly viewed as a highly valuable source of competitive advantage for business. Email is explored in its recently recognized role as a place of organizational knowledge development and creation, employing discourse analysis of email conversations as the research approach. This paper describes a knowledge development lifecycle derived from the empirical study, and provides insight into the nature of knowledge development and creation in organizations. We found that in selected email conversations, employees naturally and intuitively build purpose driven new knowledge incrementally and iteratively, crystallizing knowledge under construction by submitting it repeatedly to a range of key stakeholders for comment, until a \u27consensus\u27 is reached regarding the outcome. Our findings identify the process of knowledge qualification in organizational knowledge creation, and suggest that organizational knowledge may be politically constructed. The research results have the potential to assist organizations in understanding and facilitating processes and conditions for knowledge creation and development. The study also highlights the potential for email as a key component in a company\u27s formal KM strategy.<br /

An Information Systems Teaching Case: Bayesian Probability Applied to Spam eMail Filters

Information Systems professionals can participate in the strategic planning and policy development of the business organization by applying sound techniques for rational decision making. Decision Support Systems often utilize inferential techniques to provide analysis and knowledge creation for business and its information systems. One common method of reasoning under uncertainty is the application of the Bayesian probability model. This teaching case can be used in an Information Systems program to teach one method of inferential reasoning as applied to policy and business rules for spam email filters

Stimulating Personal Development and Knowledge Sharing

This workshop is organized by the EU 6th Framework Integrated Project TENCompetence (www.tencompetence.org). The goal of the workshop is to identify and analyse state-of-the-art research and technologies in the fields that provide the building blocks for the development of an open source infrastructure containing all services needed to support individuals, teams and organisations to (further) develop their competences, by using distributed knowledge resources and learning units, routes/programmes, and activities, that are available online. This includes open, usable and accessible services for: creation, sharing, discovery and use of knowledge resources, learning activities and learning paths by individuals, teams or organisations development, use, monitoring and maintenance of competence frameworks for different professions or domains of knowledge assessment of competences registration, use and sharing of personal data (profiles, portfolios, etc.) discovery of suitable learning resources that are adapted to the users needs and profile support of users to navigate through all available learning resources to build specific competences support for users to learn in new fields and for the people who provide the support (e.g. by providing monitoring services, help by email handling, etc.).Stimulating Personal Development and Knowledge Sharing October, 30-31, 2008, Sofia, Bulgari

ICTs and Human Development in Nigeria: Forging a Nexus

ICTs have successfit!ly changed the social, economic and political spaces globally Through globalisation, ICTs have reduced the world to a global clan and assumed a cyclopean force driving human civilisation by the scruff The impact of ICTs has virtually diffused through all sectors, forcing technological changes and creating a culture of dependence on technology. In Nigeria, the presence of ICTs has become ubiquitous and its knowledge has deepened. Howeve1; the use of ICTs for human development purposes has remained grossly limited. ICTs have only been co-opted for the creation of web portals, email addresses, 828, 82C interactions and for inconsequential undertakings. The use of ICTs for educational and manpower development, knowledge transmission, health education, research and development, medical treatment and others for human development purposes is yet embryonic. This may not be unconnected with the by::antine socioeconomic crises like spotty power supply, moribund infrastructure, witless political leadership, lack of priority in investments by the state, endemic official corruption and a host of challenges facing the Nigerian state. To assume a pole position in the present knowledge economy, Nigeria needs to .find that nexus between ICTs and its human development needs. This study is cast against the backcloth of the Dif]itsion of Innovations and Human Development Theories which support the dijfi1sion of ICT-enabled human development programmes in Nigeria to realise true development. This paper argues that the political leadership in Nigeria will benefit more at a fragment of the cost when it adopts ICTs in catalysing its human development programmes. In addition, resolving some of the embedded social and ethical problems facing the count1y willji-ee resources for the government to invesl'massively in ICTs that could help it leap-ji-og its human development challenges and improve the lives of its citi::en

Soft networks for bridging the gap between research and practice: illuminative evaluation of CHAIN

Objectives To explore the process of knowledge exchange in an informal email network for evidence based health care, to illuminate the value of the service and its critical success factors, and to identify areas for improvement.Design Illuminative evaluationSetting Targeted email and networking service for UK healthcare practitioners and researchers.Participants 2800 members of a networking service.Main outcome measures Tracking of email messages, interviews with core staff, and a qualitative analysis of messages, postings from focus groups, and invited and unsolicited feedback to the service.Results The informal email network helped to bridge the gap between research and practice by serving as a rich source of information, providing access to members' experiences, suggestions, and ideas, facilitating cross boundary collaboration, and enabling participation in networking at a variety of levels. Ad hoc groupings and communities of practice emerged spontaneously as members discovered common areas of interest.Conclusion This study illuminated how knowledge for evidence based health care can be targeted, personalised, and made meaningful through informal social processes. Critical success factors include a broad based membership from both the research and service communities; a loose and fluid network structure; fight targeting of messages based on members' interests; the presence of a strong network identity and culture of reciprocity; and the opportunity for new members to learn through passive participation

Managing knowledge in the context of sustainable construction

The 21st century has been a growing awareness of the importance of the sustainability agenda. Moreover for construction, it has become increasingly important as clients are pushing for a more sustainable product to complement their organisations’ own strategic plans. Sustainable development can be defined as development that meets the needs of the present without compromising the ability of future generations to meet their needs. Sustainable construction is therefore seen as the application of sustainable practices to the activities of the construction sector. One of the key factors in making construction projects more sustainable is overcoming the obstacles of capturing and managing the knowledge required by project teams to effect such change. Managing this knowledge is key to the construction industry because of the unique characteristics of its projects, i.e. multi-disciplinary teams, dynamic participation of team members, heavy reliance on previous experiences/heuristics, the one-off nature of the projects, tight schedules, limited budget, etc. Initiatives within the industry and academic research are developing mechanisms and tools for managing knowledge in construction firms and projects. Such work has so far addressed the issues of capturing, storing, and transferring knowledge

Mission 2007 Training Commons: Developing a Living Curriculum for Telecentre Workers in India

Mission 2007: Every Village a Knowledge Centre was formed to establish telecentres offering shared access to information and communication technologies (ICTs) in each of India's 600,000 villages by the year 2007. The telecentres would support community development and poverty reduction, and would be run by managers trained in specific skill sets that would allow them to serve the diverse needs of the communities they support. The Mission 2007 Training Commons initiative, a collaborative, open content approach drawing on existing trainer expertise, was established to develop resources that could support trainers through a 'living curriculum': materials that were free, accessible online, and easily adapted. The primary objective of the Training Commons case study was to understand and document the practices, processes, successes, and challenges of the partnership and the content development, and to assess the overall impact on stakeholders. Several key learnings were identified that hold relevance to other OER projects, including 1) the role of culture in securing and maintaining open content partnerships, 2) the importance of workflow creation and supports and 3) incorporating user feedback early on to facilitate localization of content and differentiation of content among key types of users; resulting in content that is adaptable and draws on the expertise of multiple partners and individuals

Using ICT tools to manage knowledge: a student perspective in determining the quality of education

Within the e-learning context of a university, technology has the potential to facilitate the knowledge interaction between the source (instructor) and the recipient (students). From a literature review, it can be concluded that prior studies have not explored the types of channels that encourage knowledge transfer in this environment. For example, how explicit knowledge travels through the e-learning environment and goes through interaction processes and is received and acquired is largely unknown. According to Alavi & Leidner (2001), Information and Communication Technology (ICT) can help speed up the processes of transferring knowledge from those who have knowledge to those seeking knowledge. Within the university context, technologies such as email, Internet, IRC chat, bulletin boards and tools such as WebCT and BlackBoard have the potential to facilitate the transfer of knowledge and act as a link between source and recipient. Effective knowledge transfer has to consider effective knowledge acquisition, which are therefore inexplicably linked. Nonaka's spiral model addresses knowledge acquisition through spiraling processes in which an individual would be able to convert tacit knowledge to explicit knowledge and vice versa. According to Nonaka & Takeuchi (1995) there are four types of interaction, which give way to the conversion of one form of knowledge into another, namely tacit-to-tacit, tacit-to-explicit, explicit-to-tacit and explicit-to-explicit. In an academic environment, this can be studied as the source, either transferring tacit or explicit knowledge, and similarly as the recipient, receiving knowledge either in tacit or explicit form. Nonaka & Takeuchi (1995) also refer to this as the SECI model, where SECI stands for Socialisation, Externalisation, Combination and Internalisation. This 'Research in Progress' reports the outcomes of a study undertaken to understand how and to what extent knowledge spiraling processes and accompanying characteristics of SECI can be ICT-enabled to contribute towards the studying and learning processes for university education. A survey instrument was developed for this purpose and it is currently undergoing peer-review and other customary validity and reliability tests. Once the instrument is validated, it will be administered on about 50 tertiary students. It is hoped that the results obtained from this survey will be reported in the QIK 2005 conference

Assessing Communities of Practice in health policy : A conceptual framework as a first step towards empirical research

Peer reviewe