Mapping knowledge management and organizational learning in support of organizational memory

The normative literature within the field of Knowledge Management has concentrated on techniques and methodologies for allowing knowledge to be codified and made available to individuals and groups within organizations. The literature on Organizational Learning however, has tended to focus on aspects of knowledge that are pertinent at the macro-organizational level (i.e. the overall business). The authors attempt in this paper to address a relative void in the literature, aiming to demonstrate the inter-locking factors within an enterprise information system that relate knowledge management and organizational learning, via a model that highlights key factors within such an inter-relationship. This is achieved by extrapolating data from a manufacturing organization using a case study, with these data then modeled using a cognitive mapping technique (Fuzzy Cognitive Mapping, FCM). The empirical enquiry explores an interpretivist view of knowledge, within an Information Systems Evaluation (ISE) process, through the associated classification of structural, interpretive and evaluative knowledge. This is achieved by visualizng inter-relationships within the ISE decision-making approach in the case organization. A number of decision paths within the cognitive map are then identified such that a greater understanding of ISE can be sought. The authors therefore present a model that defines a relationship between Knowledge Management (KM) and Organisational Learning (OL), and highlights factors that can lead a firm to develop itself towards a learning organization

The cat's cradle network

In this paper we will argue that the representation of context in knowledge management is appropriately served by the representation of the knowledge networks in an historicised form. Characterising context as essentially extra to any particular knowledge representation, we argue that another dimension to these be modelled, rather than simply elaborating a form in its own terms. We present the formalism of the cat's cradle network, and show how it can be represented by an extension of the Pathfinder associative network that includes this temporal dimension, and allows evolutions of understandings to be traced. Grounding its semantics in communities of practice ensures utility and cohesiveness, which is lost when mere externalities of a representation are communicated in fully fledged forms. The scheme is general and subsumes other formalisms for knowledge representation. The cat's cradle network enables us to model such community-based social constructs as pattern languages, shared memory and patterns of trust and reliance, by placing their establishment in a structure that shows their essential temporality

Exploring the relationship between knowledge management and organizational learning via fuzzy cognitive mapping

The normative literature within the field of Knowledge Management has tended to concentrate on techniques and methodologies for codifying knowledge. Similarly, the literature on organizational learning, focuses on aspects of those knowledge that are pertinent at the macro-organizational level (i.e. the overall business). There remains little published literature on how knowledge management and organizational learning are interrelated within business scenarios. In addressing this relative void, the authors of this paper present a model that highlights the factors for such an inter-relationship, which are extrapolated from a manufacturing organisation using a qualitative case study research strategy, supplanted by a cognitive mapping technique: Fuzzy Cognitive Mapping (FCM). The paper looks at the Information Systems Evaluation (ISE) process within a manufacturing organisation, the authors subsequently presenting a model that not only defines a relationship between KM and OL, but highlights factors that could lead a firm to develop itself towards a learning organisation

Aligning business processes and work practices

Current business process modeling methodologies offer little guidance regarding how to keep business process models aligned with their actual execution. This paper describes how to achieve this goal by uncovering and supervising business process models in connection with work practices using BAM. BAM is a methodology for business process modeling, supervision and improvement that works at two dimensions; the dimension of processes and the dimension of work practices. The business modeling component of BAM is illustrated with a case study in an organizational setting

Exploiting tacit knowledge through knowledge management technologies

The purpose of this paper is to examine the contributions and suitability of the available knowledge management (KM) technologies, including the Web 2.0 for exploiting tacit knowledge. It proposes an integrated framework for extracting tacit knowledge in organisations, which includes Web 2.0 technologies, KM tools, organisational learning (OL) and Community of Practice (CoP). It reviews a comprehensive literature covering overview of KM theories, KM technologies and OL and identifies the current state of knowledge relating to tacit knowledge exploitation. The outcomes of the paper indicate that Internet and Web 2.0 technologies have stunning prospects for creating learning communities where tacit knowledge can be extracted from people. The author recommends that organisations should design procedures and embed them in their Web 2.0 collaborative platforms persuading employees to record their ideas and share them with other members. It is also recommended that no idea should be taken for granted in a learning community where tacit knowledge exploitation is pursued. It is envisaged that future research should adopt empirical approach involving Complex Adaptive Model for Tacit Knowledge Exploitation (CAMTaKE) and the Theory of Deferred Action in examining the effectiveness of KM technologies including Web 2.0 tools for tacit knowledge exploitation

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Expressing the tacit knowledge of a digital library system as linked data

Library organizations have enthusiastically undertaken semantic web initiatives and in particular the data publishing as linked data. Nevertheless, different surveys report the experimental nature of initiatives and the consumer difficulty in re-using data. These barriers are a hindrance for using linked datasets, as an infrastructure that enhances the library and related information services. This paper presents an approach for encoding, as a Linked Vocabulary, the "tacit" knowledge of the information system that manages the data source. The objective is the improvement of the interpretation process of the linked data meaning of published datasets. We analyzed a digital library system, as a case study, for prototyping the "semantic data management" method, where data and its knowledge are natively managed, taking into account the linked data pillars. The ultimate objective of the semantic data management is to curate the correct consumers' interpretation of data, and to facilitate the proper re-use. The prototype defines the ontological entities representing the knowledge, of the digital library system, that is not stored in the data source, nor in the existing ontologies related to the system's semantics. Thus we present the local ontology and its matching with existing ontologies, Preservation Metadata Implementation Strategies (PREMIS) and Metadata Objects Description Schema (MODS), and we discuss linked data triples prototyped from the legacy relational database, by using the local ontology. We show how the semantic data management, can deal with the inconsistency of system data, and we conclude that a specific change in the system developer mindset, it is necessary for extracting and "codifying" the tacit knowledge, which is necessary to improve the data interpretation process