This article describes our process for putting theory into practice to build knowledge management systems. We begin by discussing our de®nition of knowledge management and describe our theoretical foundation for developing systemic solutions for organizations to manage their knowledge. Next, we describe our process for creating a knowledge management strategy and how we design the technological aspects of a knowledge management system that will enable organizations to achieve their knowledge management strategy. We also describe how we provide training on the completed system and the organizational development interventions necessary to ensure that management and the members of the organization support the strategy. We conclude by providing an example scenario to illustrate how the resulting knowledge management system would operate in an organization's work environment.
This article introduces an example project to describe a knowledge creation process and a practical mechanism for capturing and disseminating knowledge in a small working group. The needs analysis, design process, development process, and performance environment phases are described for the knowledge creation process. As the practical mechanism, a knowledge base is used for capturing the expertise of individuals and making it available to other members of the group. The knowledge base grows as members of the group solve new problems and enter that expertise into the knowledge base. Productivity increases as members consult the knowledge base, adapt and use solutions that were developed by other members of the group. Finally, the limitations of the approach are described and future directions for research are discussed.
This article describes a framework for managing the life cycle of knowledge in organizations. The framework emerges from years of work with the laboratories and facilities that are under the direction of the U.S. Department of Energy (DOE). The article begins by describing the instructional systems design (ISD) process and how it is used to identify instructional content. This is followed by discussion of how an organizational intervention delivered by instructional systems design typically is a piecemeal approach to managing the knowledge of the organization. Next, a framework for managing the life cycle of knowledge in organizations is introduced, where the theoretical foundation for the framework, the Collaborative Cognition Model, is described. Afterwards, the other aspects of the framework—including the types of knowledge, types of learners, and reusing and repurposing organizational knowledge—are detailed. Finally, a discussion section presents the framework and future directions for enhancing and extending the framework.
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