Knowledge Management. This paper discusses how knowledge management is used within the authors organisation and the many benefits that are achievable with effective knowledge management as well as the barriers that exist.

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        12th January 2012

MASTERS IN BUSINESS ADMINISTRATION

KNOWLEDGE MANAGEMENT

DATE: 18/01/2012

WORD COUNT: 4,454


TABLE OF CONTENTS

INTRODUCTION

Engineering is predominantly considered a knowledge-based industry, within the author’s organisation control & management of technical knowledge is critical to the success of the organisation. As a manufacturing company many aspects of the organisation depends on technical documentation which must be controlled and easily accessed. Lack of knowledge management within the author’s organisation could have detrimental effects on the business. This paper discusses how knowledge management is used within the author’s organisation and the many benefits that are achievable with effective knowledge management as well as the barriers that exist.

The paper discusses types of knowledge and the complications that can occur when trying to capture and retain knowledge. There are differing views on types of knowledge; Nonaka & Takeuchi (1995) propose explicit knowledge is a higher form of knowledge over tacit knowledge. Ashton (1998) and Earl (2001) also have a preference to codified knowledge and propose organisations can benefit more from explicit knowledge. Sayer (2002) poses several misconceptions to KM including a contradictory response to Nonaka & Takeuchi (1995) suggesting the rhetoric, that explicit knowledge is a higher form of knowledge is a common misconception.

According to Ruggles (1998) knowledge management is applicable to innovation which is important to many successful organisations (Ruggles et al, 1997, p.7). The paper will discuss the importance of innovation to organisations but also the complications that exist with respect to knowledge management. Ruggles (1998) argues there is a reluctance to reuse knowledge suggesting that this reluctance to use old knowledge can spark new innovation. Colison and Parcell  (2004) argue it is faster and more efficient to reuse knowledge, suggesting that reused knowledge can prompt learning.

Hwang, (2003) remarks unlearning is often as difficult as learning. Robertson (2002) posits further complications suggesting a resistance to learn from shared knowledge. Goh (2002) proposes when knowledge is shared that the process of learning can take place. Colison & Parcell (2004) suggest a process of learning before, during and after activity.

Argyris (1999), Collison & Parcell (2004), Pauline & Mason (2003), Riege (2005) and Sayer (1992) all remark barriers when implementing and sustaining knowledge management, many which are difficult to overcome such as changes to culture and alignment with the overall strategy of the business.

The author’s organisation has synergies to Collison & Parcell’s model. This model will be critically evaluated throughout this paper and will be applied with respect to the author’s organisation.

LITERATURE REVIEW

Knowledge Management

Knowledge management is a complex area which Collison and Parcell (2004) suggest spans boundaries, learning, development, IT and HR (Collison & Parcell, 2004, p.33) as shown in the overlapping area of the three circles depicted in Fig. 1.

Davenport et al. (1998), Ryan and Prybutok (2001) and Moffett et al. (2003) note several interrelated enabling conditions that must exist to effectively allow organisations to successfully manage knowledge. Davenport et al. notes eight enabling factors; technology; organizational infrastructure; flexibility; shared knowledge; culture; motivated workers who develop, share and use knowledge; means of knowledge transfer and senior management support and commitment. These conditions should be aligned with the overall business strategy (Davenport et al., 1998).

Culture often lags changes to other factors such as strategy and a unitary approach may be unachievable. Argris, (1990) suggests people can become defensive when implementing change and often fall back to old routines. Barriers are often created to resist change, Hwang, (2003) remarks unlearning is often as difficult as learning.

Types of Knowledge

There are two approaches to knowledge categorized as tacit and explicit knowledge. Nonaka & Takeuchi (1995) take the approach that explicit knowledge is a higher form of knowledge over tacit knowledge suggesting in order for tacit knowledge to be exploited by an organization it must become explicit. Ashton (1998) and Earl (2001) take a more liberal view suggesting where possible knowledge should be captured and codified to be of most benefit to the organization.

Explicit Knowledge

Explicit knowledge is worked out cognitively and relates to factual information and experiences, knowledge that can be codified. The difficulty with this type of knowledge is effectively and accurately coding and decoding knowledge to ensure it is translated as intended. The ability to translate knowledge has often caused confusion among managers (Davenport & Prusak, 2000). Sayer (2002) notes there are common misconceptions about explicit knowledge, remarking scientific information which is often codified is perceived as the ‘highest form of knowledge’ (Sayer, A,1992, p.13).

Tacit Knowledge

Tacit knowledge is context specific, ‘what we know’, this is difficult to capture and formalize and can be objective and emotional. Tacit knowledge can often be difficult to obtain and relies on social interaction and trust in order to be transferred. Knowledge can be viewed as power and therefore of value. This discernment can create resistance when trying to obtain tacit knowledge. Other barriers exist such as the individual’s ability to communicate knowledge as well as the amount of knowledge an individual is willing to give away or even able to give away, as Sayer (1992) remarks we are unable to tell all we know. (Sayer, 1992, p.13).

Collison and Parcell Model - KM

Knowledge management can be defined as a process of locating, generating, obtaining, capturing, distributing and utilizing knowledge, wherever it is retained, in order to enhance learning and therefore performance within an organization (Scarborough et al., 1999). Collison and Parcell (2004) capture this process in the model depicted in fig.2. 

Collison and Parcel suggest applying any part of this model in isolation will make a difference to an organisation. An effective knowledge management system Ruggles (1997) suggests enhances and enables knowledge generation, codification and transfer (Ruggles, 1997). Analysing the key elements of Collison and Parcell’s model prompts differing arguments.

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Captured Knowledge

Collison and Parcell remark ‘captured knowledge requires some context and also a collection of specific experiences that are ‘distilled’ to provide the content’ (Collison & Parcell, 2004, p.34). To be effectively utilised knowledge must be easily accessible and understandable to the recipient in order to offer any enhancement. The model appears to presuppose that all knowledge can be codified and stored as captured knowledge although Collison and Parcell (2004) posit a large amount of knowledge will remain as tacit knowledge that can’t be easily codified (Collison & Parcell, 2004, p.39). Seyar (1992) agrees remarking all that we know ...

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