lecture 2 analysis km
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Analysis 1: Knowledge managementTRANSCRIPT
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.1
Analysis 1: Evidence and the Nature of Knowledge in the Digital Age
Topic: Knowledge Management
Topic Number: 2
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.2
LEARNING OBJECTIVES
• To explain the diversity of disciplines that constitute the field of knowledge management
• To distinguish between different perspectives in knowledge management
• To assess the differences in the management of knowledge from ancient to modern times
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.3
DEFINITIONS OF KM
Table 1.1 Representative sample of knowledge management definitions
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.4
TREE OF KNOWLEDGE MANAGEMENT
Figure 1.2 Tree of knowledge management – disciplines, content and activity
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.5
DIMENSIONS OF KM
Figure 1.3 Dimensions of knowledge management
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.6
Question to think about during the session
• Do you think information systems can provide the solution to most organisational problems? If not, why not?
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.7
DATA, INFORMATION & KNOWLEDGE
Figure 1.4 Data, information, knowledge and purposeful action
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.8
Memory
• What is the best way of memorising something?
• What are the problems of using memory for knowledge sharing?
Figure 1.6 Scribe comparing two texts in a monastery (© The British Library Board(Lansdowne 1179 f34v))
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.9
ANCIENT TIMES: KNOWLEDGE & ORAL TRADITIONS
• Utilises natural human memory
• Requires prolonged contact between two or more individuals
• Lengthy process spent memorizing information leaving little room for critical evaluation
• Recited traditional rituals, myths, legends, music and epic poems
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.10
SUMERIANS & CUNEIFORM
• Sumerians emerged in Mesopotamia around 3500 BC
• Developed writing system called cuneiform
• Three-corned stylus cut different combination of wedges (‘cunei’) into damp clay tablets
• Early tablets mainly contained numbers – precursor to money
• Used for land management, bills, taxes and contracts
• Developed ‘archive mindedness’Figure 1.5 Example of cuneiform writing (this records the allocation of beer) (© TheTrustees of the British Museum)
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.11
KING ASHURBANIPAL’S LIBRARY
• Writing becomes an artificial memory with an objective existence
• Training required many years of arduous study under headmaster or ummia in ‘tablet houses’
• House of Knowledge (bit mummi) contained around 1200 distinct texts
• Omen texts predominate • Includes literary and archival material and
horoscopes, incantations, prayers, hymns, fables, proverbs and poetry
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.12
WRITING DEVELOPMENT
• Different technology used to make knowledge more transportable than clay or stone tablets
• Wood, bamboo, bark, palm leaf, bone, ivory, leather, metal, cloth, silk, Papyrus (Egyptian) and Chinese paper
• Thought writing – transmit ideas visually through objects and human representations such as 50,000 Chinese characters and 700 Egyptian hieroglyphs
• Sound writing – phonetics can manage with20–50 signs
• More information can be stored in less space
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.13
ANCIENT GREECE
• Books written on papyrus rolls or parchment• Aristotle’s Lyceum and Plato’s Academy
possessed a library• Pergamum library in Asia Minor housed around
160,000 rolls• Collection had some 200,000 books and a
catalogue• Possibly seized by Mark Anthony in 41 BC and
presented as a gift to Cleopatra but scholars are divided as to the accuracy of this information
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.14
RISKS TO KNOWLEDGE IN ANCIENT ROME
• Libraries vulnerable to fires• Damage to texts by insects or frequent handling• When Ovid fell from favour with Augustus, his
works were removed from libraries in 8 AD• Triumph of Christianity over paganism in 4th
century led to decay of traditional culture
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.15
MEDIEVAL LIBRARIES
• Adherents of Latin Christendom preserved recall of the past
• Scrolls changed from papyrus to parchment• Books invented as practical information
conveyance and valued commodity or revered object, art and artefact simultaneously
• Table of contents and indexes first appeared
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.16
Questions to Think About
• Why was print seen as a threat to knowledge sharing in the 15th century?
• What are the limitations of print?
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.17
PRINTING & KNOWLEDGE SHARING
• In 1455 Johann Gutenberg invented printing with movable type and printed 42-line Bible
• 16th century – new technology of copperplate engraving improved quality
• 1545 – as books proliferated Conrad Gesner published Bibliotheca Universalis
• Literacy rose as a result of printing press with Protestanism emphasis on private reading of Bible
• 18th century – introduction of newspapers, mechanisation of bookmaking process and cheap wood pulp
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.18
IT & KNOWLEDGE SHARING
• Computers leading to ‘paperless’ society but increased paper to be stored as printout backups
• ‘Information explosion’ leads libraries to share resources
• Print has limitations – learning based on dialogue• Dialogue through email, groupware and video
conferencing systems• Can store vast amounts of data into data
warehouses for store, analysis and retrieval
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.19
ROOTS OF MODERN DAY KNOWLEDGE MANAGEMENT
• Organisational learning
• Psychology
• Information systems
• Strategic management
• Culture
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.20
TIME FOR REFLECTION
What lessons can we learn from history to improve the quality of knowledge management within organisations?
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.21
Reading and preparatory work to be done
Read:• Jashapara, A. (2011) “ Knowledge Management:
An Integrated Approach” Pearson Education, Chapter 2
Work to be done before the seminar:• Carry out all the reading above• Answer the questions on the handout• Bring your work to the seminar
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.22
Essential work for next week
• Please consult the OLE for details of:– Essential readings*– Seminar/workshop preparation work*– Recommended further readings– Any additional learning
* Essential readings and preparation work must always be completed in time for the next session
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Jashapara, Knowledge Management: An Integrated Approach, 2nd Edition, © Pearson Education Limited 2011
Slide 1.23
End of presentation
© Pearson College 2013