Knowledge Management and Management Learning:: Extending the Horizons of Knowledge-Based Management

Walter R.J. Baets

Springer Science & Business Media, 2005. gada 1. jūl. - 394 lappuses

Recently knowledge management and management learning has received considerable published coverage; however, most of this exposure is based on a rational, mechanistic view of knowledge management. Practice, on the other hand, has taught us that knowledge management and learning are extremely broad concepts with an expanding area of subfields. This rationalized and measured view of knowledge management has lead to a more technologically driven development of the field. In practice, however, this view of knowledge management has fallen short of its promise. This situation has created the need for a more encompassing approach to knowledge management. An approach that will encompass a wider domain of knowledge management topics; including topics such as, workplace learning, knowledge infrastructure, knowledge representation, innovation and learning, knowledge culture and learning, and knowledge technologies.

KNOWLEDGE MANAGEMENT AND MANAGEMENT LEARNING: Extending the Horizons of Knowledge-Based Management examines a range of topical considerations in the field by utilizing dynamic and non-linear systems behavior or the complexity paradigm. From this examination have come a number of new and promising relevant extensions to knowledge management and its practice. Many of the topics have been pulled from "real world" situations in actual companies, and therefore these topical treatments reflect quantitative and qualitative research done within the knowledge management framework of actual company experience. Offered are a series of topical treatments that extend the parameters of knowledge management and examine the practical implications of these extensions.

The book begins with an extended introduction and theoretical framework. Contributing authors have written chapters that add to both the framework and the practical consequences of knowledge management. These chapters suggest many lessons learned that will find considerable use in practice. Some of these chapters include an investigation of the "do’s and don’ts" virtual learning based on real-life cases, the use of design teams for group learning, the role of language and the creation of common ground between company and client, culture as a dynamic and non-linear constructed concept, innovation and knowledge management and more. The book offers an exceptional range of contributions within a developing paradigm. Within this context, the book illustrates why and how of knowledge management is important for companies.

Saturs

• Complexity an emergent organisational paradigm in the knowledge based economy: 9
• 12 The knowledge era: 10
• 13 The complexity paradigm: 13
• the corporate view: 19
• 15 Research perspective on Knowledge Management: 22
• The epistemology of knowledge: 25
• 21 What can we learn from the philosophers of science?: 30
• 22 Postmodernism comes in fact from architecture: 38
• a vision of Man and the holistic world: 42
• The complexity paradigm for a networked economy: 47
• Knowledge management and management learning what computers can still do: 59
• 42 Knowledge Management Technologies: 74
• 43 Virtual Learning Technologies: 80
• 44 Communication Technologies: 83
• 45 The Big Picture: 84
• Supporting Technologies for Knowledge Management: 89
• 52 Information Retrieval: 91
• 53 Basics of information retrieval: 93
• 54 Data Mining: 104
• 55 Conclusions: 112
• Learning and interaction via ICT tools for the benefit of Knowledge Management: 113
• 62 Learning as a vehicle for Knowledge Management: 115
• 63 Machine learning: 118
• 64 ICT tools to support learning of human beings: 123
• 65 Conclusions: 124
• Seducing engaging and supporting communities at Achmea: 125
• 72 Communities of Practice at Achmea: 126
• 73 The SES Model for community facilitation: 128
• an example CoP: 134
• 75 Collaboration in Distributed Communities: 136
• 76 Conclusions: 140
• Virtual learnercentred solutions for management education and training: 143
• 83 Management education and elearning: 145
• 84 Towards a learnercentred application of elearning tools: 147
• 85 Applying learnercentred principles to the development of a virtual learning environment: 148
• 86 Experimentation with the Whizzdom learning environment: 150
• 87 Research approach: 153
• 88 Summary of the findings from the course experiments: 154
• 89 Lessons learned from the course experiments: 155
• 810 Instructional issues related to the design and delivery of hybrid learning: 158
• A symbiosis of learning and workpractice: 165
• 93 Integration of learning and work: 167
• 94 Adult learning: 168
• 95 Integration of learning and working: 170
• 97 Summary of the findings from the learning trajectories: 171
• 98 Lessons learned: 175
• 99 Conclusions: 180
• Facilitating learning from design: 181
• 103 Research objectives: 185
• 105 Research settings and activities: 187
• 106 Main results: 188
• 107 Participation: 192
• 108 Evaluation: 193
• 1010 Creativity: 194
• 1012 Relevance to business and academia: 195
• 1013 Summary: 196
• Cultural complexity a new epistemological perspective: 199
• 112 The problem of culture in learning organizations: 200
• 113 A new perspective on cultural complexity?: 203
• 114 What is complexity thinking?: 205
• 115 Complexity thinking and its principles: 208
• 116 What does complexity thinking mean for the cultural problematic in organizations?: 210
• 117 Conclusion: 211
• Dialogues are the bread and butter of the organizations knowledge exchange: 213
• 121 Management information systems: 214
• 122 Knowledge management: 216
• 124 Larger purposes and longterm needs and values: 218
• 125 Taskoriented larger purposes: 219
• 126 Socialaffective larger purposes: 221
• Applying larger purposes to sales conversations in call centres: 224
• 129 The computational model: 226
• 1210 Experiments: 228
• 1211 Conclusions: 233
• The influence of knowledge structures on the usability of knowledge systems: 235
• 132 Our empirical research: 238
• 133 Conclusions and implications: 241
• The role of contextuality in process standardization: 251
• 142 Empirical research: 259
• 143 Research object and approach: 260
• 144 Results: 262
• 146 Environmental features influencing contextuality: 264
• 147 Kinds of contextuality with their origins and consequences: 266
• 148 Adaptive evolution of knowledge structure: 277
• 149 Effects of standardization on knowledge structure: 281
• 1410 The process of change: 282
• 1411 Conclusions: 285
• Emergent learning processes in innovation projects: 287
• 152 The constructed dualism between innovating and learning: 288
• 153 Learning complexity and agency: 300
• creating an open learning environment: 309
• 155 Conclusions and practical implications: 314
• The dynamics of learning and innovation: 317
• 162 Assessment of existing theory of innovation: 318
• 163 Cybernetics: 327
• 164 How can these outcomes be elaborated?: 330
• 166 Conclusion: 338
• Knowledge management at Akzo Nobel Car Refinishes RD Improving knowledge creation ability: 341
• 172 The real life case: 342
• 173 The research design: 348
• 174 Results: 351
• 175 Knowledge creation ability: 354
• Complex Adaptive Knowledge Management: 355

Populāri fragmenti

v. lappuse - Bandyopadhyay (1989:45) introduces an interesting metaphor of "stolen knowledge". A very great musician came and stayed in (our) house. He made one big mistake ... (he) determined to teach me music, and consequently no learning took place. Nevertheless, I did casually pick up from him a certain amount of stolen knowledge.‎

366. lappuse - Dede, CJ (1990). The evolution of distance learning: Technology-mediated interactive learning.‎

xvii. lappuse - University, and the School of Advanced International Studies (SAIS) of the Johns Hopkins University.‎

Bibliogrāfiskā informācija

• Nosaukums: Knowledge Management and Management Learning:: Extending the Horizons of Knowledge-Based Management; Grāmatas Integrated Series in Information Systems 9. sējums. sējums
• Redaktors: Walter R.J. Baets
• Izdevums: ilustrēts
• Izdevējs: Springer Science & Business Media, 2005
• ISBN: 0387258191, 9780387258195
• Apjoms: 394 lappuses