Knowledge Management: Cultivating Knowledge Professionals by Suliman Al-Hawamdeh

By Suliman Al-Hawamdeh

This booklet serves as a reference for people attracted to wisdom administration (KM) and academic matters surrounding KM. It appears at KM as an rising career and the necessity to teach a brand new new release of information pros to house handling wisdom at the one hand and coping with wisdom staff however. specifically, it examines the abilities and expertise of information execs; and the way academic courses can deal with those calls for – protecting such matters as choosing the optimum mixture of matters from a number of the disciplines that boost the needful specialist competencies.

  • The first ebook to hide KM education
  • Adopts a multidisciplinary method of KM education
  • Based at the a long time of expertise of the writer in KM education

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Additional info for Knowledge Management: Cultivating Knowledge Professionals (Chandos Information Professional Series)

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The process of externalization or codification involves the capture and documentation of tacit knowledge. Examples include documented standard operating procedures and periodic reports. ‘Through conceptualization, elicitation, and ultimately articulation, typically in collaboration with others, some proportion of a person’s tacit knowledge may be captured in explicit form’ (Marwick, 2001). Externalization includes activities such as a discussion taking place among colleagues or team members, responding to a question and storytelling.

The sixth school is the spatial school. This school is more concerned with the availability and accessibility of ‘spaces’ or channels that allow members of an organization to connect and share knowledge. The emphasis here is on the use of space that facilitates knowledge flows through the socialization process. Such ‘spaces’ can be a ‘pantry’ (knowledge café) or open-plan 30 The complex nature of knowledge office where people can meet and share experiences and exchange ideas. The seventh school is the strategic school.

It is also a type of knowledge that can be self-acquired through reading and research. 3). 3 Tacit knowledge Communication ‘Know-how’ and ‘know-who’ ‘We know more than we can tell’ (Polanyi) Tacit knowledge According to Nonaka and Takeuchi (1995), there are four types of interaction within and beyond an organization that are based on the distinct differences between tacit and explicit knowledge – socialization, externalization, combination, and internalization. The four interaction methods describe a dynamic process in which tacit and explicit knowledge are exchanged, transformed and converted.

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