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Tampilkan postingan dengan label knowledge. Tampilkan semua postingan
Tampilkan postingan dengan label knowledge. Tampilkan semua postingan


4.1 GATE KEEPERS ,INFORMATION,  STARS, AND BOUNDARY SPANNERS

In the context of KM, this tradition relates very directly to the development of Communities of Practice (CoP). Given the relative non-alignment of organizational structure and information flowand sharing,CoPs can be seen as the setting up of an alternative structure to facilitate information flow and sharing.
The seminal work was that of Thomas J. Allen of MIT [Allen and Cohen, 1969, Allen,T., 1977] who conducted a number of studies relating to information flow in industrial and corporate R&D laboratories. Allen’s most ingenious contribution to the field was to seize upon the phenomenon that in many cases in the context of military R&D and procurement, the same contract is awarded to two different organizations to achieve the same end, typically in the case of a critical component of a larger system. Duplicative development contracts may, in fact, be very worthwhile insurance against the failure of a key component of a system. This duplication provided a wonderfully robust context in which to examine information flows and what distinguished the information flows in the more successful projects from the less successful.
The terminology is understandable, given that context, but a bit misleading just the same, and rather too narrow, for the gatekeepers did much more. They were also the channels for information sharing and exchange within the organization and within the project. Allen himself, in fact, in developing and explicating the role of gatekeepers introduces and explains his gatekeepers with the term “sociometric stars.” “Information stars” a term emerging later [Tushman and Scanlan, 1981a,b],
Furthermore, the “information stars” were central to information flow both within the organization at large, and within their project or projects. The characteristics that distinguished these stars were:
·         extensive communication with their field outside of the organization
·         greater perusal of information sources, journals, etc., information mavens
·         a high degree of connectedness with other information stars, one can infer that their utility was not just having more information at their fingertips, but knowing to whom to turn within the organization for further information
·         an above average degree of formal education compared to their project teammates

These characteristics of information stars were further corroborated by Mondschein, L. [1990] in a study of R&D activities across several industries.

Another finding was that the information flow structure was not at all closely related to the formal organizational structure, and that the information stars did not map onto any consistent pattern of organizational placement or level. The relationship between formal organizational structure and the information flow structure also seems to be in part a function of the larger corporate culture.
For example, Frost andWhitley [1971] adopted Allen’s techniques to examine information flow in R&D labs in the U.K., and they found a somewhat higher overlap between formal organizational structure and the information flow structure than Allen had found in the U.S. There is a suggestion here that the more rigid the organizational hierarchy, the more the information flow structure is constrained to adapt itself to the formal organizational structure.
Tushman, M. [1977], Tushman and Scanlan [1981a,b] further extended the Allen tradition. Tushman examined development activities, both at the departmental level and at the project level, at a medical instruments company, and very much confirmed Allen’s conclusions. He introduced and added the concept of “boundary spanning” or boundary spanner to describe verymuch the same phenomenon that Allen described as gatekeeping He extended Allen’s work by distinguishing between two types of communication stars, “internal communication stars” and “external communication stars,” and defining boundary spanners as those who were both internal and external communication stars.The emphasis is clearly directed to projects and project management, and the “take home” theme is that boundary spanners should be recognized, utilized, and nurtured for facilitating project success.

4.2 RESEARCH PRODUCTIVITY AND KNOWLEDGE
The study is compelling because of the high face validity of the measure of success, the successful introduction of new pharmaceutical agents, since that is what pharmaceutical companies are about after all, and because of the statistical robustness of the results, a consequence of the fact that the more successful companies were found to be not just twenty or thirty percent more productive than the not so successful companies, they were two or three hundred percent more productive. The more productive companies were characterized by:
·         A relatively egalitarian managerial structure with unobtrusive status indicators in the R&D environment,
·         Less concern with protecting proprietary information,
·         Greater openness to outside information, greater use of their libraries and information centers, specifically, greater attendance by employees at professional meetings,
·         Greater information systems development effort,
·         Greater end-user use of information systems and more encouragement of browsing and serendipity. Increased time spent browsing and keeping abreast

4.3  LACK OF RECOGNITION OF THESE FINDINGS IN THE BUSINESS COMMUNITY
a subset of an even larger problem - the lack of recognition of or even obtuseness to the importance of information and information related managerial actions in the business community. For example, one major study that reviewed a large corpus of work on R&D innovation, [Goldhar et al., 1976], concluded that there are six characteristics of environments that are conducive to technological innovations. The three most important characteristics are all related to the information environment and information flow – specifically: 1) easy access to information by individuals; 2) free flow of information both into and out of the organizations; 3) rewards for sharing, seeking, and using “new” externally developed information sources. Note the ‘flow in and out’ and the ‘sharing, seeking, and using’. Number six is also information environment related, 6) the encouragement of mobility and interpersonal contacts. Yet in a remarkable oversight, the studies’ authors never remarked on the dramatic win, place, and show finish of information and knowledge factors.
Another similarly rigorous study [Orpen, C., 1985] examined productivity in R&D intensive electronics/instrumentation organizations. analyzed various aspects of the behavior of research project managers as perceived by their staff and team members, and it found that in the more productive organizations (as defined by rates of growth and return on assets), the managers were perceived to be significantly more characterized by three aspects of their behavior, all information related: 1) they routed literature and references to scientific and technical staff, 2) they directed their staff to use scientific and technical information (STI) and to purchase STI services, and 3) they encouraged publication of results and supported professional meeting attendance and continuing education. Particularly striking was the finding that not only did information related management behavior trend.

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Knowledge Management (KM)
Processes in Organizations
Theoretical Foundations and Practice


Theorizing Knowledge in
Organizations

In order to better understand the notion of “managing” knowledge, there is a need to better understand what it is about knowledge flow in organizations that lends itself to any form of management. The literature has discussed organizational knowledge both as a resource [Grant, R., 1996] and a process of learning [Argyris and Schon, 1978, Senge, P., 1990], often emphasizing one aspect over the other. In the resource view, knowledge is conceptualized as an object that exists largely in formal documents or online artifacts amenable to organizing and manipulation.

The process view, on the other hand, largely emphasizes the emergent nature of knowledge that is often embedded within a person or within organizational routines, activities, and outcomes, or arises from the interplay of persons and existing information or knowledge. the scope for the “management” of knowledge, it is still worth exploring the issues and debate surrounding the practice of creating, gathering, and sharing knowledge within organizations.

3.1 KNOWLEDGE AS RESOURCE AND PROCESS

Through the resource perspective, organizations view knowledge as a fundamental resource in addition to the traditional resources of land, labor, and capital. Whether as a resource or as a process, for organizations that have begun to recognize organizational knowledge as a source of competitive advantage, knowledge generation and retention have become strategic necessities for such knowledge dependent firms.
It is held that the knowledge that the firm possesses is a source of sustainable competitive advantage, and is, accordingly, regarded as a strategic resource of the firm in need of management attention. On the other hand, through the process view, organizations are thought of as information processing and knowledge generating systems [Grant, R., 1996].
Baumard, P. [1999] proposes looking at knowledge in organizations along two dimensions: tacit-explicit versus individual-collective. He defines four quadrants in which knowledge types are situated: tacit individual (intuitiveness), tacit-collective (social practice), explicit-individual (expertise), and, explicit collective (rules). Grounding the use of the quadrants in observations of exemplar case-study organizations, Baumard suggests that the creation of organizational knowledge can be tracked by locating actors’ responses (knowing) within the appropriate quadrants of the matrix.


3.2 INTERACTIONS FORKNOWLEDGE CREATION
While knowledge itself may be perceived as a resource, its creation occurs through human interactions, whether physical or virtual. For example, for knowledge to emerge from within a group, interactions that occur among its members shape the knowledge that emerges from the mutual engagement and participation of the group members. Those with a communication and interaction perspective have argued that through discourse and dialectics, individuals shape and re-shape the thought processes of others, eventually leading to a situation of negotiated ormutually co-constructed reasoning for action and knowledge [von Krogh et al.,1998]
Nonaka and Takeuchi are the most prominent theorists in the knowledge management domain. Their SECI (Socialization, Externalization, Combination, Internalization) model posits a spiral-type process in which knowledge goes from within a person’s own knowledge store to a more explicit state that can be shared socially with others. If viewed through these ebbs and flows of thought, that is, socialization, externalization, combination, and internalization, knowledge creation takes on a very dynamic character, always changing, always synthesizing.


3.3 ACTIVITY AS CONTEXT
Building on Engeström, Y. [1999] general model of socially distributed activity systems, Blackler, F. [1995] proposes that knowledge can be observed as emerging out of the tensions that arise within an organization’s activity systems, that is, among individuals and their communities, their environment (rules and regulations), and the instruments and resources that mediate their activities. Through immersion in joint activity, individuals in organizations gain tacit knowledge, the sharing of which occurs as a result of the mutual participation [Tsoukas, H., 1996].



1.4.3. KM AS THE EXTENSION OFTHE SUCCESSFUL R&D ENVIRONMENT

Meta-Research, or KM is the Extension of the Successful R&D Environment
Observe KM as the movement to replicate the information environment known to be conducive to successful R&D- rich, deep, and opencommunication and information access - and deploy it broadly across the firm.
The principles and practices of KM have developed in a very conducive environment, given that in this post-industrial information age, an increasingly larger proportion of the population consists of information workers. The role of the researcher, considered the quintessential information worker, has been studied in depth with a focus on identifying environmental aspects that lead to successful research [Allen,T., 1977, Goldhar et al., 1976, Koenig,M., 1990, 1992a, 2005, Mondschein, L., 1990, Orpen, C., 1985].
KM appears to have developed in the business community quite independently of any knowledge of the body of research literature about research effectiveness. This definition ofKMas the extension of the successful R&D environment may ultimately prove to be the most straightforward and the most illuminating. An aside is that “Silo,” as in a container/building with no windows, is used frequently in the KM literature to refer to bits of an organization that do not interact with the rest of the organization.


Introduction

1.1   WHAT IS KM?
Three classic definitions of KM ones are presented here. At the very beginning of the KM movement, offered the following:
  1.   Davenport,T. (1994)

“knowledge management is the process of capturing, distributing, and effectively using knowledge”
This definition has the virtue of being simple, stark, and to the point.

2.      Duhon (1998)
A discipline that promotes an integrated approach to identifying, capturing, evaluating, retrieving, and sharing all of an enterprise’s information assets. These assets may include databases, documents, policies, procedures, and previously uncaptured expertise and experience in individual workers.
a bit more specific and informative, and it is illuminating because it makes explicit not just conventional information and knowledge units, but also “tacit knowledge,” or implicit knowledge.

3.      McInerney, C. [2002]
“KM is an effort to increase useful knowledge within the organization.Ways to do this include encouraging communication, offering opportunities to learn, and promoting the sharing of appropriate knowledge objects or artifacts.”
This definition emphasizes the interactive aspect of KM, that is, knowledge sharing by people rather than the common understanding of knowledge management as a system used to organize ‘knowledge objects.’