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Key concepts in knowledge management | ||
Tacit versus explicit knowledge A key distinction made by the majority of knowledge management practitioners is Nonaka's reformulation of Polanyi's distinction between tacit and explicit knowledge. The former is often subconscious, internalised, and the individual may or may not be aware of what he or she knows and how he or she accomplishes particular results. At the opposite end of the spectrum is conscious or explicit knowledge - knowledge that the individual holds explicitly and consciously in mental focus, and may communicate to others. In the popular form of the distinction tacit knowledge is what is in our heads, and explicit knowledge is what we have codified. Nonaka and Takeuchi (1995) argued that a successful KM program needs to, on the one hand, convert internalised tacit knowledge into explicit codified knowledge in order to share it, but also on the other hand for individuals and groups to internalise and make personally meaningful codified knowledge once it is retrieved from the KM system. The focus upon codification and management of explicit knowledge has allowed knowledge management practitioners to appropriate prior work in information management, leading to the frequent accusation that knowledge management is simply a repackaged form of information management. (Eg Wilson, T.D. (2002) "The nonsense of 'knowledge management'" ) Critics have however argued that Nonaka and Takeuchi's distinction between tacit and explicit knowledge is oversimplified, and even that the notion of explicit knowledge is self-contradictory. A third kind of knowledge is embedded knowledge. Embedded knowledge is a knowledge that is embedded in a physical object but not in an explicit way, that is, it requires other knowledge to be extracted. For example, the shape and characteristics of an unknown device contain the key elements to understand how that device can be used. Knowledge capture stagesKnowledge may be accessed, or captured, at three stages: before, during, or after knowledge-related activities. For example, individuals undertaking a new project for an organization might access information resources to learn best practices and lessons learned for similar projects undertaken previously, access relevant information again during the project implementation to seek advice on issues encountered, and access relevant information afterwards for advice on after-project actions and review activities. Knowledge management practitioners offer systems, repositories, and corporate processes to encourage and formalize these activities. Similarly, knowledge may be captured and recorded before the project implementation, for example as the project team learns information and lessons during the initial project analysis. Similarly, lessons learned during the project operation may be recorded, and after-action reviews may lead to further insights and lessons being recorded for future access. Ad hoc knowledge accessOne alternative strategy to encoding knowledge into and retrieving knowledge from a knowledge repository such as a database is for individuals to instead access expert individuals on an ad hoc basis, as needed, with their knowledge requests. A key benefit of this strategy is that the response from the expert individual is rich in content and contextualized to the particular problem being addressed and personalised to the particular person or people addressing it. The downside is, of course, that it is tied to the availability and memories of specific individuals in the organization. It does not capture their insights and experience for future use should they leave or become unavailable, and also does not help in the case when the experts' memories of particular technical issues or problems previously faced change with time. The emergence of narrative approaches to knowledge management attempts to provide a bridge between the formal and the ad hoc, by allowing knowledge to be held in the form of stories. Copyright 2008 - France BtoB from Wikipédia
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