Description\n \n\n\n\n\n\n\n\n\n\nالمملكة العربية السعودية\nوزارة التعليم\nالجامعة السعودية اإللكترونية\nKingdom of Saudi Arabia\nMinistry of Education\nSaudi Electronic University\nCollege of Administrative and Financial Sciences\nAssignment 2 MGT403 (1st Term 2022-2023)\nDeadline:12/11/2022 @ 23:59\n(To be posted/released to students on BB in the beginning of Week 8)\nCourse Name: Knowledge Management\nCourse Code: MGT-403\nStudent’s Name:\nSemester: 1st\nCRN:\nStudent’s ID Number:\nAcademic Year: 1443/1444 H, 1st Term\nFor Instructor’s Use only\nInstructor’s Name:\nStudents’ Grade: /15\nLevel of Marks: High/Middle/Low\nInstructions – PLEASE READ THEM CAREFULLY\n•\n•\nThis assignment is an individual assignment.\nDue date for Assignment 2 is by the end of Week 11 (12/11/2022)\n• The Assignment must be submitted only in WORD format via allocated folder.\n• Assignments submitted through email will not be accepted.\n• Students are advised to make their work clear and well presented, marks may be\nreduced for poor presentation. This includes filling your information on the cover\npage.\n• Students must mention question number clearly in their answer.\n• Late submission will NOT be accepted.\n• Avoid plagiarism, the work should be in your own words, copying from students or\nother resources without proper referencing will result in ZERO marks. No exceptions.\n• All answered must be typed using Times New Roman (size 12, double-spaced) font.\nNo pictures containing text will be accepted and will be considered plagiarism).\nSubmissions without this cover page will NOT be accepted.\nالمملكة العربية السعودية\nوزارة التعليم\nالجامعة السعودية اإللكترونية\nKingdom of Saudi Arabia\nMinistry of Education\nSaudi Electronic University\nCollege of Administrative and Financial Sciences\nASSIGNMENT-2\nKnowledge Management (MGT-403)\nFirst Semester (2022-2023)\nCourse Learning Outcomes-Covered\nIdentify and analyse role of communities of practice in knowledge management and the challenges\nand issues pertaining to community of practice.\nDemonstrate effective knowledge management skills to utilize knowledge management tools for\nthe benefits of the organization.\nDemonstrate ability to work with others effectively as a team member in knowledge management\nprojects, related to case studies.\nThe focus of this assignment is to evaluate the understanding level of students related to communities\nof Practice, learning organization, and various Knowledge management tools for the benefits of the\norganization.\nAssignment Questions\nPart 1. Answer in 500-600 Words. ( 7 Marks)\nA. Describe the concept of Communities of Practice. Why are “Communities of\npractice” Important? (2 Marks)\nB. How can organizations cultivate communities of practice? How can these\ncommunities of practice contribute towards the knowledge needs of the organization?\n(2 Marks)\nC. Provide a detailed description of major roles and responsibilities in a community of\npractice. (3 Marks)\nPart 2. Read Chapter 9 and 10 from the book and answer the following questions.\nAnswer in 500-600 Words. (6 Marks)\nA. What are the major steps involved in developing a KM strategy? What sorts of\ninformation is needed to recommend a KM strategy to an organization? List the\nmajor categories of stakeholders who should be involved in the strategy formulation\nprocess. (2.5 Marks)\nB. Why is it important to conduct an audit before eliciting stakeholder objectives? (1\nMark).\nKingdom of Saudi Arabia\nMinistry of Education\nSaudi Electronic University\nالمملكة العربية السعودية\nوزارة التعليم\nالجامعة السعودية اإللكترونية\nCollege of Administrative and Financial Sciences\nC. Compare and contrast the three KM metrics of benchmarking, Balanced Scorecard,\nand house of quality. What are their major advantages and major drawbacks in\nmonitoring progress toward strategic KM and business goals? (2.5 Marks).\nReferences:(2 Marks). 0 Mark for No references, Less than 5 References (1 Mark) More than 5\nreferences 2 Marks.\nKingdom of Saudi Arabia\nMinistry of Education\nSaudi Electronic University\nالمملكة العربية السعودية\nوزارة التعليم\nالجامعة السعودية اإللكترونية\nCollege of Administrative and Financial Sciences\nAnswer:\nKnowledge Management in\nTheory and Practice\nWeek 1: Introduction\n1\nWeek 1: Introduction to\nKnowledge Management (KM)\n⬥ Key KM concepts and their definitions\n■\n■\n■\nTacit and explicit knowledge\nKnowledge in action\nKnowledge to create value\n اﻟﺮﺋﯿﺴﯿﺔ وﺗﻌﺮﯾﻔﺎﺗﮭﺎKM ﻣﻔﺎھﯿﻢ\nاﻟﻤﻌﺮﻓﺔ اﻟﻀﻤﻨﯿﺔ واﻟﺼﺮﯾﺤﺔ\nاﻟﻤﻌﺮﻓﺔ ﻓﻲ اﻟﻌﻤﻞ\nاﻟﻤﻌﺮﻓﺔ ﻟﺨﻠﻖ اﻟﻘﯿﻤﺔ\n■\n●\n●\n●\nWrite down your definition of knowledge managementthis will not be collected but you will refer back to your\ndefinition in later classes\n2\nIntroduction\n⬥ When asked, most company executives\nsay their greatest asset is knowledge\nheld by their employees\n⬥ They also state they have no idea how\nto manage this knowledge.\n ﯾﻘﻮل ﻣﻌﻈﻢ اﻟﻤﺪﯾﺮﯾﻦ اﻟﺘﻨﻔﯿﺬﯾﯿﻦ ﻟﻠﺸﺮﻛﺔ أن، ⬥ ﻋﻨﺪﻣﺎ ﯾﻄﻠﺐ ﻣﻨﮭﻢ\nأﻋﻈﻢ أﺻﻮﻟﮭﻢ ھﻲ اﻟﻤﻌﺮﻓﺔ اﻟﺘﻲ ﯾﻤﺘﻠﻜﮭﺎ ﻣﻮظﻔﻮھﻢ\n⬥ ﯾﺬﻛﺮون أﯾﻀًﺎ أﻧﮭﻢ ﻟﯿﺲ ﻟﺪﯾﮭﻢ أي ﻓﻜﺮة ﻋﻦ ﻛﯿﻔﯿﺔ إدارة ھﺬه\nاﻟﻤﻌﺮﻓﺔ\n3\nFrom physical assets to\nknowledge assets\n⬥ Knowledge has now become more valuable that physical “things”\n■ SABRE reservation system vs. airplanes\n■ Now – customer bill of rights, vouchers for delayed flights –\ncustomer satisfaction (and revenues) at an all-time low\nأﺻﺒﺤﺖ اﻟﻤﻌﺮﻓﺔ اﻵن أﻛﺜﺮ ﻗﯿﻤﺔ أن اﻷﺷﯿﺎء اﻟﻤﺎدﯾﺔ\n ﻣﻘﺎﺑﻞ اﻟﻄﺎﺋﺮاتSABER ﻧﻈﺎم ﺣﺠﺰ\n رﺿﺎ اﻟﻌﻤﻼء- وﻗﺴﺎﺋﻢ اﻟﺮﺣﻼت اﻟﻤﺘﺄﺧﺮة، وﺛﯿﻘﺔ ﺣﻘﻮق اﻟﻌﻤﻼء- اﻵن\n)واﻹﯾﺮادات( ﻋﻨﺪ أدﻧﻰ ﻣﺴﺘﻮى ﻟﮭﺎ\n■\n■\n■\n4\nInterdisciplinary Nature of KM\n5\nThe 3 Generations of KM\n■\n1st Generation:\n● “if we only knew what we know”\n■\nIT\n2nd Generation:\n● “if we only knew who knows about….”\n■\nPEOPLE\n3rd Generation:\n● “if we could only organize our knowledge….”\nCONTENT\n6\nToday’s Working Environment\nMore &\nFaster\nMore\nGlobal\nKM\nMore\nMobile\nMore\nConnected\n7\nIncreasing Complexity\n⬥ Today’s work environment is more complex due to an increase in the\nnumber of subjective knowledge items we need to attend to everyday\n■\n■\n■\nFiltering over 200 emails, faxes, voicemail messages on a daily basis – how\nto prioritize?\nHaving to “think on our feet” as expected response time has greatly\ndecreased as well\nKM is a response to the challenge of trying to manage this complexity\namidst information overload\n●\n●\nA “science of complexity”\nKnowledge and entropy production have an inverse relationship\nﺑﯿﺌﺔ اﻟﻌﻤﻞ اﻟﯿﻮم أﻛﺜﺮ ﺗﻌﻘﯿﺪًا ﺑﺴﺒﺐ زﯾﺎدة ﻋﺪد ﻋﻨﺎﺻﺮ اﻟﻤﻌﺮﻓﺔ اﻟﺬاﺗﯿﺔ اﻟﺘﻲ ﻧﺤﺘﺎج إﻟﻰ اﻻھﺘﻤﺎم ﺑﮭﺎ ﯾﻮﻣﯿًﺎ\n ﻛﯿﻔﯿﺔ ﺗﺤﺪﯾﺪ- ﻣﻦ رﺳﺎﺋﻞ اﻟﺒﺮﯾﺪ اﻹﻟﻜﺘﺮوﻧﻲ واﻟﻔﺎﻛﺴﺎت ورﺳﺎﺋﻞ اﻟﺒﺮﯾﺪ اﻟﺼﻮﺗﻲ ﻋﻠﻰ أﺳﺎس ﯾﻮﻣﻲ200 ▪ ﺗﺼﻔﯿﺔ أﻛﺜﺮ ﻣﻦ\nاﻷوﻟﻮﯾﺎت؟\n▪ اﻟﺤﺎﺟﺔ إﻟﻰ اﻟﺘﻔﻜﯿﺮ ﻓﻲ أﻗﺪاﻣﻨﺎ ﻛﻤﺎ اﻧﺨﻔﺾ وﻗﺖ اﻻﺳﺘﺠﺎﺑﺔ اﻟﻤﺘﻮﻗﻊ ﺑﺸﻜﻞ ﻛﺒﯿﺮ ﻛﺬﻟﻚ\n▪ ﻛﻢ ھﻮ اﺳﺘﺠﺎﺑﺔ ﻟﻠﺘﺤﺪي اﻟﻤﺘﻤﺜﻞ ﻓﻲ ﻣﺤﺎوﻟﺔ إدارة ھﺬا اﻟﺘﻌﻘﯿﺪ وﺳﻂ اﻟﺤﻤﻞ اﻟﺰاﺋﺪ ﻟﻠﻤﻌﻠﻮﻣﺎت\n▪ ﻋﻠﻢ اﻟﺘﻌﻘﯿﺪ\n▪ إﻧﺘﺎج اﻟﻤﻌﺮﻓﺔ واﻟﻨﺘﺮوب ﻟﮭﻤﺎ ﻋﻼﻗﺔ ﻋﻜﺴﯿﺔ\n8\nHiring Scenario\nﺗﻮظﯿﻒ اﻟﺴﯿﻨﺎرﯾﻮ\n⬥ You have been asked to hire an assistant\n⬥ What sorts of things would you require from human\nresources?\nWhat questions would you ask HR?\n■ What would you require from all applicants?\n■\n❖ ﻟﻘﺪ طُﻠﺐ ﻣﻨﻚ ﺗﻌﯿﯿﻦ ﻣﺴﺎﻋﺪ\n❖ ﻣﺎ ھﻲ أﻧﻮاع اﻷﺷﯿﺎء اﻟﺘﻲ ﺗﺤﺘﺎﺟﮭﺎ ﻣﻦ اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ؟\n▪ ﻣﺎ ھﻲ اﻷﺳﺌﻠﺔ اﻟﺘﻲ ﺗﻄﺮﺣﮭﺎ ﻋﻠﻰ اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ؟\n▪ ﻣﺎذا ﺗﺤﺘﺎج ﻣﻦ ﺟﻤﯿﻊ اﻟﻤﺘﻘﺪﻣﯿﻦ؟\n9\nApplicant Information\nﻣﻌﻠﻮﻣﺎت ﻣﻘﺪم اﻟﻄﻠﺐ\n⬥ Curriculum vitae (resume) ﺳﺠﻞ اﻟﺴﯿﺮة اﻟﺬاﺗﯿﺔ\n⬥ References\n⬥ Test results (e.g. language, aptitude) ﻣﻮھﺒﮫ\n⬥ …..\n10\nHiring Scenario Continued\n⬥ You have selected 3 of the applicants to go to the\nnext stage – the interview.\n⬥ Write down 3-4 questions that you would ask of the\ncandidate during the interview.\n. اﻟﻤﻘﺎﺑﻠﺔ- ﻣﻦ اﻟﻤﺘﻘﺪﻣﯿﻦ ﻟﻠﺬھﺎب إﻟﻰ اﻟﻤﺮﺣﻠﺔ اﻟﺘﺎﻟﯿﺔ3 ▪ ﻟﻘﺪ اﺧﺘﺮت\n. أﺳﺌﻠﺔ ﺳﺘﻄﺮﺣﮭﺎ ﻋﻠﻰ اﻟﻤﺮﺷﺢ أﺛﻨﺎء اﻟﻤﻘﺎﺑﻠﺔ4-3 ▪ اﻛﺘﺐ\n11\nApplicant Information\n⬥ Previous experience\n⬥ Reason why they are applying\n⬥ Role-playing or decision simulation\n⬥ Request they demonstrate bilingualism\n⬥ ……\nﺧﺒﺮة ﺳﺎﺑﻘﺔ\nاﻟﺴﺒﺐ وراء ﺗﻘﺪﻣﮭﻢ\nﻟﻌﺐ اﻷدوار أو ﻣﺤﺎﻛﺎة اﻟﻘﺮار\nطﻠﺐ أﻧﮭﺎ ﺗﺜﺒﺖ ﺛﻨﺎﺋﯿﺔ اﻟﻠﻐﺔ\n▪\n▪\n▪\n▪\n12\n13\nExplicit vs. Tacit Knowledge\nTacit Knowledge\nExplicit Knowledge\nfile\ns\n80-85\\%\n15-20\\%\nactive\npassive\n14\nThe ubiquitous “shared drive”\nاﻟﻘﯿﺎدة اﻟﻤﺸﺘﺮﻛﺔ ﻓﻲ ﻛﻞ ﻣﻜﺎن\n⬥ All organizations have them\n■\nThey tend to be chaotically organized, if at all\n● Organizing principles tacit\n● Organize for me but what about others?\n▪ ﺟﻤﯿﻊ اﻟﻤﻨﻈﻤﺎت ﻟﺪﯾﮭﺎ ﻟﮭﻢ\n إن وﺟﺪت، ▪ إﻧﮭﺎ ﺗﻤﯿﻞ إﻟﻰ أن ﺗﻜﻮن ﻣﻨﻈﻤﺔ ﺑﻄﺮﯾﻘﺔ ﻓﻮﺿﻮﯾﺔ\n▪ ﺗﻨﻈﯿﻢ اﻟﻤﺒﺎدئ اﻟﻀﻤﻨﯿﺔ\n▪ ﺗﻨﻈﯿﻢ ﻟﻲ وﻟﻜﻦ ﻣﺎذا ﻋﻦ اﻵﺧﺮﯾﻦ؟\n15\nShared Drive Organization:\nWhich one would you choose?\nFolders:\n•Sarah\n•Peter\n•Robert … one for\neach employee\nA\nOR:\nFolders:\n•Project Apollo\n•Task force on KM\n•Proposal … one for\neach collaborative\nproject\nB\n16\nNext challenge: Preserving valuable knowledge\n اﻟﺤﻔﺎظ ﻋﻠﻰ اﻟﻤﻌﺮﻓﺔ اﻟﻘﯿﻤﺔ:اﻟﺘﺤﺪي اﻟﺘﺎﻟﻲ\n⬥ Organizational “amnesia” or forgetting\n⬥ ﻓﻘﺪان اﻟﺬاﻛﺮة اﻟﺘﻨﻈﯿﻤﯿﺔ أو اﻟﻨﺴﯿﺎن\nThe cost of lost knowledge:\nOnce upon a time we put a man\non the moon – today we can no\nlonger do so. The blueprints for the\nSaturn booster are no longer at\nNASA – the only rocket with enough\nthrust to send a manned payload on\nits way. The original Apollo workforce is long since retired … some\ndocuments endure but they are\ndevoid of meaning (Petch, 1998)\nNASA loses film of first moon\nlanding:\nThe original film of man’s first steps\non the moon have been lost. The\noriginal tapes, although nowhere\nnear the standard of normal tv\ntransmission, would still be of far\nbetter quality than the video we\nhave.\nNASA simply filed them away. And\nas personnel retired or died, the\nlocation of the tapes was forgotten.\n17\nConcept Analysis\nA method to better understand (and\nultimately define) complex, subjective\nand value-laden concepts\nطﺮﯾﻘﺔ ﻟﻔﮭﻢ أﻓﻀﻞ ﻟﻠﻤﻔﺎھﯿﻢ اﻟﻤﻌﻘﺪة واﻟﺬاﺗﯿﺔ واﻟﻤﻠﯿﺌﺔ ﺑﺎﻟﻘﯿﻢ )وﺗﻌﺮﯾﻔﮭﺎ\n(ﻓﻲ اﻟﻨﮭﺎﯾﺔ\n18\nWhat is Knowledge\nManagement?\n●\nKM is the systematic, explicit and deliberate building, renewal and application of\nknowledge to maximize an enterprise’s knowledge-related effectiveness and returns\nfrom knowledge assets (K. Wiig)\n●\nKM is the process of capturing a company’s collective expertise wherever it resides: in\ndatabases, on paper, in people’s heads – and distributing it to wherever it can help\nproduce the biggest payoff. (Hibbard)\n●\nKM is getting the right knowledge to the right people at the right time so they can make\nthe best decision (Petrash)\n●\n( ھﻲ ﺑﻨﺎء اﻟﻤﻌﺮﻓﺔ وﺗﺠﺪﯾﺪھﺎ وﺗﻄﺒﯿﻘﮭﺎ ﺑﺸﻜﻞ ﻣﻨﮭﺠﻲ وﺻﺮﯾﺢ وﻣﺪروس ﻟﺰﯾﺎدة اﻟﻔﻌﺎﻟﯿﺔ اﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﻤﻌﺮﻓﺔKM) إدارة اﻟﻤﻌﺮﻓﺔ\n(K. Wiig) ﻟﺪى اﻟﻤﺆﺳﺴﺔ واﻟﻌﻮاﺋﺪ ﻣﻦ أﺻﻮل اﻟﻤﻌﺮﻓﺔ\n●\n وﺗﻮزﯾﻌﮭﺎ- ﻓﻲ رؤوس اﻷﺷﺨﺎص، ﻋﻠﻰ اﻟﻮرق، ﻓﻲ ﻗﻮاﻋﺪ اﻟﺒﯿﺎﻧﺎت: ھﻲ ﻋﻤﻠﯿﺔ اﻟﺘﻘﺎط اﻟﺨﺒﺮة اﻟﺠﻤﺎﻋﯿﺔ ﻟﻠﺸﺮﻛﺔ أﯾﻨﻤﺎ ﻛﺎﻧﺖKM\n19\nMore KM Definitions\n⬥\nIt is the attempt to recognize what is essentially a human asset buried\nin the minds of individuals, and leverage it into an organizational asset\nthat can be accessed and used by a broader set of individuals on\nwhose decisions the firm depends. —Larry Prusak\n⬥\nKM applies systematic approaches to find, understand and use\nknowledge to create value (O’Dell)\n⬥\nKM is the explicit control and management of knowledge within an\norganization aimed at achieving the company’s objectives (van der\nSpek)\n⬥\nKM is the formalization of and access to experience, knowledge, and\nexpertise that create new capabilities, enable superior performance,\nencourage innovation and enhance customer value (Beckman)\n20\nإﻧﮭﺎ ﻣﺤﺎوﻟﺔ ﻟﻠﺘﻌﺮف ﻋﻠﻰ اﻷﺻﻮل اﻟﺒﺸﺮﯾﺔ اﻟﻤﺪﻓﻮﻧﺔ ﻓﻲ أذھﺎن اﻷﻓﺮاد ،واﻻﺳﺘﻔﺎدة ﻣﻨﮭﺎ ﻛﺄﺻﻞ\nﺗﻨﻈﯿﻤﻲ ﯾﻤﻜﻦ اﻟﻮﺻﻮل إﻟﯿﮫ واﺳﺘﺨﺪاﻣﮫ ﻣﻦ ﻗﺒﻞ ﻣﺠﻤﻮﻋﺔ أوﺳﻊ ﻣﻦ اﻷﻓﺮاد اﻟﺬﯾﻦ ﺗﻌﺘﻤﺪ اﻟﺸﺮﻛﺔ ﻋﻠﻰ\nﻗﺮاراﺗﮭﻢ .ﻻري ﺑﺮوﺳﺎك\n) (O’Dellﻣﻨﮭﺠﯿﺎت ﻣﻨﺘﻈﻤﺔ ﻟﻠﻌﺜﻮر ﻋﻠﻰ اﻟﻤﻌﺮﻓﺔ وﻓﮭﻤﮭﺎ واﺳﺘﺨﺪاﻣﮭﺎ ﻹﻧﺸﺎء ﻗﯿﻤﺔ KMﺗﻄﺒﻖ\nھﻲ اﻟﺴﯿﻄﺮة واﻹدارة اﻟﺼﺮﯾﺤﺔ ﻟﻠﻤﻌﺮﻓﺔ داﺧﻞ اﻟﻤﻨﻈﻤﺔ اﻟﺘﻲ ﺗﮭﺪف إﻟﻰ ﺗﺤﻘﯿﻖ أھﺪاف اﻟﺸﺮﻛﺔ KM\n)(van der Spek\nھﻲ إﺿﻔﺎء اﻟﻄﺎﺑﻊ اﻟﺮﺳﻤﻲ ﻋﻠﻰ اﻟﺨﺒﺮة واﻟﻤﻌﺮﻓﺔ واﻟﺨﺒﺮة اﻟﺘﻲ ﺗﻮﻓﺮ إﻣﻜﺎﻧﺎت ﺟﺪﯾﺪة وإﺗﺎﺣﺔ KM\n) (Beckmanاﻟﻮﺻﻮل إﻟﯿﮭﺎ ،وﺗﻤﻜﯿﻦ اﻷداء اﻟﻤﺘﻔﻮق ،وﺗﺸﺠﯿﻊ اﻻﺑﺘﻜﺎر وﺗﻌﺰﯾﺰ ﻗﯿﻤﺔ اﻟﻌﻤﻼء\n21\nA Concept Analysis Exercise\n⬥ What key attributes need to be present in a\ndefinition of Knowledge Management?\n⬥ What are some good examples?\n⬥ What are some good “non” examples?\n22\nKM is:\n⬥ A management philosophy that takes systematic and explicit\nadvantage of knowledge to make the organization act more\nintelligently\n⬥ Knowledge is used/applied for both operational and strategic\npurposes\n⬥ Ways to find, analyze, categorize critical knowledge areas to\nmake sure appropriate knowledge is available when and where\nneeded\nﻓﻠﺴﻔﺔ اﻹدارة اﻟﺘﻲ ﺗﺴﺘﻔﯿﺪ ﺑﺸﻜﻞ ﻣﻨﮭﺠﻲ وﺻﺮﯾﺢ ﻣﻦ اﻟﻤﻌﺮﻓﺔ ﻟﺠﻌﻞ اﻟﻤﻨﻈﻤﺔ ﺗﻌﻤﻞ ﺑﺬﻛﺎء أﻛﺒﺮ\n ﺗﻄﺒﯿﻖ اﻟﻤﻌﺮﻓﺔ ﻟﻸﻏﺮاض اﻟﺘﺸﻐﯿﻠﯿﺔ واﻻﺳﺘﺮاﺗﯿﺠﯿﺔ/ ﯾﺘﻢ اﺳﺘﺨﺪام\nطﺮق ﻹﯾﺠﺎد وﺗﺤﻠﯿﻞ وﺗﺼﻨﯿﻒ ﻣﺠﺎﻻت اﻟﻤﻌﺮﻓﺔ اﻟﺤﺮﺟﺔ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺗﻮﻓﺮ اﻟﻤﻌﺮﻓﺔ اﻟﻤﻨﺎﺳﺒﺔ ﻋﻨﺪ اﻟﺤﺎﺟﺔ\n23\n•\n•\n•\nKM is NOT….\n⬥\n⬥\n⬥\n⬥\n⬥\nKM is NOT power, it is how you use it that matters!\nKM is not archiving all existing explicit knowledge\nA set of isolated techniques without a common framework\na different label for IT, HR or training\nA command and control system for knowledge\n⬥\n⬥\n⬥ ﻣﺟﻣوﻋﺔ ﻣن اﻟﺗﻘﻧﯾﺎت اﻟﻣﻌزوﻟﺔ ﺑدون إطﺎر ﻣﺷﺗرك\n⬥ ﺗﺳﻣﯾﺔ ﻣﺧﺗﻠﻔﺔ ﻟﺗﻛﻧوﻟوﺟﯾﺎ اﻟﻣﻌﻠوﻣﺎت أو اﻟﻣوارد اﻟﺑﺷرﯾﺔ أو اﻟﺗدرﯾب\n⬥ ﻧظﺎم اﻟﻘﯾﺎدة واﻟﺳﯾطرة ﻟﻠﻣﻌرﻓﺔ\n24\nSome examples\n⬥ Here are some examples of concepts\nanalyzed by previous classes\n⬥ Today – we will divide into smaller groups\nand try out the concept analysis technique\n25\nThe concept “digital library”\n⬥ Synonyms, antonyms (not just a website, nor a webcast, nor\na database, nor a…)\n⬥ Perspective of:\n■\n■\n■\n■\n■\nAn organization that provides resources – – people\nA collection of digital objects – – content\nA technology – – container\nInformation-seeking different? (location-independent)\nSubset of a traditional library? (electronic extension of a library)\n(1) an organized collection of digital information.\n(2) supports creation, maintenance, management, access to and\npreservation of digital content\n(3) information stored in digital format available over a network\n26\nThe concept “being green”\n⬥ Examples\n■\n■\n■\n■\n■\n■\n■\n■\n■\nRecycling\nComposting\nCarpooling\nBicycles\nCarpooling\nConservation of resources\nPollution control\nPolitical action\nDecrease carbon footprint\n⬥ Examples\n■\n■\n■\n■\n■\n■\n■\n■\nAwareness\nRegulations\nActing locally\nUsing alternative energy\nsources\nSustainable transportation\nDevelop green technologies\nKyoto protocol\nRecycle reduce reuse slogan\n27\nThe concept “being green”\n⬥ Negative Examples\n■\n■\n■\n■\n■\n■\n■\n■\nCompanies claiming to be\ngreen fraudulently\nwaste\nExcessive consumption\nShort-term oriented\nLaissez-faire attitude\nCarbon tax credits\nCarbon offsets\nSUVs\n⬥ Negative Examples\n■\n■\n■\n■\n■\n■\n■\n■\nEthanol gas\nPaperless offices\nPromotion campaign\nGetting mileage out of\nclaiming to be green\nPlastic bags\nOne-time use only\nClimate change\nGreenhouse effect\n28\nThe concept “being green”\n⬥ Attributes\n■\n■\n■\n■\n■\n■\n■\n■\n■\nReduce the use of non-renewable resources\nA lifestyle or state of mind that involves making a choice to act towards\nsustainability\nLocal vs. global and individual vs. group\nCommunal resources and consumption\nAttitude of an individual, organization or community that is conscientious of\nthe environment and dictates their choices and actions\nWay of thinking about waste reduction, awareness of consumption at the\nindividual, corporate and community level – scalable anywhere in between\nCollaboration\nSocial phenomenon\nSocial and political components\n29\nﺳﻤﺎت ▪\nﺗﻘﻠﯿﻞ اﺳﺘﺨﺪام اﻟﻤﻮارد ﻏﯿﺮ اﻟﻤﺘﺠﺪدة\nأﺳﻠﻮب ﺣﯿﺎة أو ﺣﺎﻟﺔ ذھﻨﯿﺔ ﺗﺘﻀﻤﻦ اﺗﺨﺎذ ﺧﯿﺎر ﻟﻠﻌﻤﻞ ﻧﺤﻮ اﻻﺳﺘﺪاﻣﺔ\nاﻟﻤﺤﻠﯿﺔ ﻣﻘﺎﺑﻞ اﻟﻌﺎﻟﻤﯿﺔ واﻟﻔﺮدﯾﺔ ﻣﻘﺎﺑﻞ اﻟﻤﺠﻤﻮﻋﺔ\nاﻟﻤﻮارد اﻟﻤﺠﺘﻤﻌﯿﺔ واﻻﺳﺘﮭﻼك\nﻣﻮﻗﻒ اﻟﻔﺮد أو اﻟﻤﻨﻈﻤﺔ أو اﻟﻤﺠﺘﻤﻊ اﻟﺬي ﯾﻌﻲ ﺑﺎﻟﺒﯿﺌﺔ وﯾﻤﻠﻲ ﺧﯿﺎراﺗﮫ وأﻓﻌﺎﻟﮫ\nطﺮﯾﻘﺔ ﻟﻠﺘﻔﻜﯿﺮ ﻓﻲ اﻟﺤﺪ ﻣﻦ اﻟﻨﻔﺎﯾﺎت ،واﻟﻮﻋﻲ ﺑﺎﻻﺳﺘﮭﻼك ﻋﻠﻰ ﻣﺴﺘﻮى اﻟﻔﺮد واﻟﺸﺮﻛﺎت\nواﻟﻤﺠﺘﻤﻊ -ﻗﺎﺑﻠﺔ ﻟﻠﺘﻄﻮﯾﺮ ﻓﻲ أي ﻣﻜﺎن ﺑﯿﻨﮭﻤﺎ\nﺗﻌﺎون\nظﺎھﺮة اﺟﺘﻤﺎﻋﯿﺔ\nاﻟﻤﻜﻮﻧﺎت اﻻﺟﺘﻤﺎﻋﯿﺔ واﻟﺴﯿﺎﺳﯿﺔ\n30\nKnowledge Management in Theory\nand Practice\nLecture 2: The Knowledge\nManagement Cycle\nدورة إدارة المعرفة\nOverview\n Major KM Cycles\nKnowledge-Information Cycle (ACIIC\nKnowledge Economy)\n Meyer and Zack KM Cycle\n Bukowitz and Wiliams\n McElroy KM Cycle\n Wiig KM Cycle\n\n2\nKM Cycle Processes\nعمليات دورة إدارة المعرفة\n Knowledge Capture\n Knowledge Creation\n Knowledge Codification\n Knowledge Sharing\n Knowledge Access\n Knowledge Application\n Knowledge Re-Use\n التقاط المعرفة\n خلق المعرفة\n تدوين المعرفة\n مشاركة المعرفة\n وصول المعرفة\n تطبيق المعرفة\n إعادة استخدام المعرفة\n3\nKnowledge-Information Cycle*\n* دورة المعرفة والمعلومات\n The ability to manage knowledge is becoming ever more\ncrucial in the knowledge economy\nWhere creation and diffusion of knowledge are increasingly\nimportant factors in competitiveness\n Knowledge is a commodity now\n\n Embedded in products, especially hi-tech products\n Embedded in the tacit knowledge of highly mobile employees\n أصبحت القدرة على إدارة المعرفة أكثر أهمية من أي وقت مضى في اقتصاد المعرفة\n حيث يكون إنشاء ونشر المعرفة عاملين مهمين بشكل متزايد في القدرة التنافسية المعرفة هي سلعة اآلن وخاصة منتجات التكنولوجيا الفائقة، جزءا ال يتجزأ من المنتجات جزءا ال يتجزأ من المعرفة الضمنية للموظفين المتنقلين للغاية4\nKnowledge Economy & the KnowledgeInformation Cycle\nاقتصاد المعرفة ودورة المعرفة\n Some paradoxes of knowledge:\n\n\n\n\n\nUsing knowledge does not consume it\nTransferring knowledge does not lose it\nKnowledge is abundant, but the ability to use it is scarce\nProducing knowledge resists organization\nMuch of knowledge walks out the door at the end of the day\n:بعض مفارقات المعرفة\nباستخدام المعرفة ال تستهلك ذلك\nنقل المعرفة ال يفقدها\n لكن القدرة على استخدامها نادرة، المعرفة وفيرة\nإنتاج المعرفة يقاوم التنظيم\nالكثير من المعرفة تخرج من الباب في نهاية اليوم\n5\nKnowledge -Information Cycle/2\n Need to systematically identify, generate, acquire, diffuse, and capture\nthe benefits of knowledge that provide a strategic advantage\n Clear distinction must be made between information – which is\ndigitizable, and knowledge – which exists only in intelligent systems\n\nKnowledge-information cycle looks at how information is transformed into\nknowledge and vice versa via creation and application processes\n• تحتاج إلى تحديد وتوليد واكتساب ونشر وانتزاع فوائد المعرفة التي توفر ميزة استراتيجية بشكل منهجي\n التي ال توجد إال في األنظمة الذكية- والمعرفة، القابلة للتحويل- • يجب التمييز بوضوح بين المعلومات\n تبحث دورة معلومات المعرفة في كيفية تحويل المعلومات إلى معرفة والعكس بالعكس من خاللعمليات اإلنشاء والتطبيق\n6\nKnowledge-Information Cycle/3\n7\nKnowledge-Information Cycle\nProcesses\nعمليات دورة المعرفة والمعلومات\n Establish appropriate information management systems and processes\n Identify and locate knowledge and knowledge sources within the organization\n Code knowledge (translate knowledge into explicit information) to allow re-use\neconomies to operate\n Create networks, practices, and incentives to facilitate person-to-person\nknowledge transfer where the focus is on the unique solution\n Add personal knowledge management to the organizational repertoire\n(“corporate memory”)\nإنشاء نظم إدارة المعلومات المناسبة والعمليات\nتحديد وتحديد مصادر المعرفة والمعرفة داخل المنظمة\nكود المعرفة (ترجمة المعرفة إلى معلومات واضحة) للسماح إلعادة استخدام االقتصادات للعمل\nقم بإنشاء شبكات وممارسات وحوافز لتسهيل نقل المعرفة من شخص إلى آخر حيث ينصب التركيز على الحل الفريد\n)إضافة إدارة المعرفة الشخصية إلى السجل التنظيمي (ذاكرة الشركة\n8\n•\n•\n•\n•\n•\nM. Zack KM Cycle\n9\nZack KM Cycle/2\n10\nZack KM Cycle/3\n The Meyers Zack model is an informationprocessing model\nAdapted to knowledge content\n Refinement step is a crucial one\n Also – the notion of renewal\n Based on notion of an information asset\n\n نموذج مايرز زاك هو نموذج لمعالجة المعلومات\n تتكيف مع محتوى المعرفة خطوة الصقل هي واحدة حاسمة فكرة التجديد- أيضا بنا ًء على مفهوم األصول المعلوماتية11\nKM Cycle Processes\nعمليات دورة إدارة المعرفة\n Knowledge Capture\n Knowledge Creation\n Knowledge Codification and\nrefinement\n Knowledge Sharing\n Knowledge Access\n Knowledge Application\n Knowledge Re-Use\n التقاط المعرفة\n خلق المعرفة\n تدوين المعرفة وصقلها\n مشاركة المعرفة\n وصول المعرفة\n تطبيق المعرفة\n إعادة استخدام المعرفة\n12\nMcElroy KM Cycle\nIndividual &\nGroup\nLearning\nFormulate\nKnowledge\nClaim\nKnowledge\nClaim\nFormulation\nCodified\nKnowledge\nClaim\nKnowledge\nClaim\nEvaluation\nInformation\nAcquisition\n13\nMcElroy KM Cycle/2\nInformation about:\n•Surviving knowledge claim\n•Falsified knowledge claim\n•Undecided knowledge claim\nKnowledge\nProduction\nOrganizational\nKnowledge\n14\nMcElroy KM Cycle/3\n Organizational knowledge is held collectively in both individuals\nand groups\n Knowledge use either meets or fails to meet business expectations\n Matches lead to reuse\n Mis-matches lead to adjustments in business processing\nbehaviour (learning)\n Clear step where knowledge is evaluated and a conscious decision\nis made as to whether or not it should be incorporated into\norganizational memory\nتعقد المعرفة التنظيمية بشكل جماعي في كل من األفراد والجماعات\nاستخدام المعرفة يجتمع أو يفشل في تلبية توقعات العمل\nالمباريات تؤدي إلى إعادة استخدامها\n)سوء المباريات تؤدي إلى تعديالت في سلوك معالجة األعمال (التعلم\nخطوة واضحة حيث يتم تقييم المعرفة واتخاذ قرار واع بشأن ما إذا كان ينبغي إدراجها في الذاكرة التنظيمية أم ال\n\n\n\n\n\n15\nKM Cycle Processes\nعمليات دورة إدارة المعرفة\n Knowledge Capture\n Knowledge Creation\n Knowledge Codification &\nRefinement\n Knowledge Sharing\n Knowledge Access\n Knowledge Application\n Knowledge Evaluation & Re-Use\n التقاط المعرفة\n خلق المعرفة\n تدوين المعرفة وتنقيحها\n مشاركة المعرفة\n وصول المعرفة\n تطبيق المعرفة\n تقييم المعرفة وإعادة االستخدام\n16\nBukowitz and Williams\nASSESS\nGET\nUSE\nLEARN\nKnowledge\nCONTRIBUTE\nBUILD/SUSTAIN\nOR: DIVEST\n17\nBukowitz and Williams /2\n Get: seeking out information\n\n\nTacit and explicit\nBeing selective when faced with information overload\n Use: combine content in new and interesting ways to foster\ninnovation in the organization\n Learn: learning from experiences\n\nCreation of an organizational memory\n البحث عن المعلومات: الحصول على\n ضمني وصريح أن تكون انتقائية عند مواجهة الحمل الزائد للمعلومات ادمج المحتوى بطرق جديدة ومثيرة لتعزيز االبتكار في المؤسسة: االستخدام\n التعلم من التجارب: تعلم\n إنشاء ذاكرة تنظيمية18\nBukowitz and Williams/3\n Contribute: motivate employees to post what they have\nlearned to a knowledge base\n\nLink individual learning and knowledge to organizational memory\n Assess: evaluation of intellectual capital\n\nIdentify assets, metrics to assess them and link these directly to\nbusiness objectives\n تحفيز الموظفين لنشر ما تعلموه في قاعدة المعرفة: المساهمة\n ربط التعلم الفردي والمعرفة بالذاكرة التنظيمية تقييم رأس المال الفكري: تقييم\n والمقاييس لتقييمها وربطها مباشرة بأهداف العمل، تحديد األصول19\nBukowitz and Williams/4\n Build and Sustain: allocate resources to maintain\nknowledge base\n\nContribute to viability, competitiveness\n Divest: should not keep assets that are no longer of any\nbusiness value\nTransfer outside the organization e.g. outsourcing\n Patent, spin off companies etc.\n\n تخصيص الموارد للحفاظ على قاعدة المعرفة:بناء واستدامة\n المساهمة في الجدوى والتنافسية يجب أال تحتفظ باألصول التي لم تعد لها أي قيمة أعمال:تجريد\n على سبيل المثال االستعانة بمصادر خارجية، التحويل خارج المنظمة عرض الشركات الخ، براءة اختراع-\n\n\n20\nKM Cycle Processes\nعمليات دورة إدارة المعرفة\n\n\n\n\n\n\n\n\nKnowledge Capture\nKnowledge Creation & Contribution\nSelectively filter contributions\nKnowledge Codification &\nRefinement\nKnowledge Sharing\nKnowledge Access\nKnowledge Learning &Application\nKnowledge Evaluation & Re-Use OR\nDivest\nالتقاط المعرفة\nخلق المعرفة والمساهمة\nتصفية االنتقائي المساهمات\nتدوين المعرفة وتنقيحها\nمشاركة المعرفة\nوصول المعرفة\nتعلم وتطبيق المعرفة\nتقييم المعرفة وإعادة االستخدام أو التجريد\n\n\n\n\n\n\n\n\n21\nWiig KM Cycle\n Processes by which we build and use knowledge\nالعمليات التي نبني بها المعرفة ونستخدمها\n\nAs individuals\n\nAs teams (communities)\nكأفراد\n\nAs organizations\n)كفرق (مجتمعات\n How we:\nكمنظمات\n\nBuild knowledge\n:كيف نحن\n\nHold knowledge\nبناء المعرفة\n\nPool knowledge\nعقد المعرفة\n\nApply knowledge\nتجمع المعرفة\n Discrete tasks yet often interdependent & parallel\nتطبيق المعرفة\nالمهام المنفصلة ولكن في كثير من األحيان مترابطة ومتوازية\n22\nWiig KM Cycle/2\nBuild Knowledge\nHold Knowledge\nPool Knowledge\nUse Knowledge\n•Personal experience\n•Formal education and training\n•Intelligence sources\n•Media, books, peers\n•In people\n•In tangible forms (e.g. books)\n•KM systems (intranet, dbase)\n•Groups of people- brainstorm\n•In work context\n•Embedded in work processes\n23\nWiig KM Cycle/3\nBuild Knowledge\nHold Knowledge\nPool Knowledge\nUse Knowledge\n•Personal experience\n•Formal education and training\n•Intelligence sources\n•Media, books, peers\n•In people\n•In tangible forms (e.g. books)\n•KM systems (intranet, dbase)\n•Groups of people- brainstorm\n•In work context\n•Embedded in work processes\n24\nBuilding Knowledge\n Learning from all kinds of sources to:\n\n\n\n\n\nObtain Knowledge\nAnalyze Knowledge\nReconstruct (Synthesize) Knowledge\nCodify and Model Knowledge\nOrganize Knowledge\n:التعلم من جميع أنواع المصادر إلى\nالحصول على المعرفة\nتحليل المعرفة\nإعادة بناء (توليف) المعرفة\nتدوين والمعارف النموذجية\nتنظيم المعرفة\n25\nObtaining Knowledge\nالحصول على المعرفة\n خلق معرفة جديدة\n Create new knowledge\nمشاريع البحث والتطوير\n Research and development projects\nاالبتكارات والتجريب والتجربة والخطأ\n Innovations, experimentation, trial and error\nالتفكير مع المعرفة الحالية\n Reasoning with existing knowledge\nاستئجار أشخاص جدد\n Hire new people\n استيراد المعرفة من المصادر الحالية\n Import knowledge from existing sources\nاستنبط المعرفة من الخبراء\n Elicit knowledge from experts\nالحصول على من الكتيبات والكتب وغيرها من الوثائق\n Acquire from manuals, books, other documents\nنقل الناس بين اإلدارات\n مراقبة العالم الحقيقي\n Transfer people between departments\n Observe the real world\n26\nAnalyzing Knowledge\nتحليل المعرفة\n Extract what appears to be knowledge from obtained materials\n\n\nAnalyze transcripts, reports about new concepts\nListen to explanation and select key concepts\n Abstract extracted material\n Identify patterns to describe, estimate\n Create explicit relations between knowledge elements (e.g. causal, correlation,\ncontribution nets)\n Verify that extracted content is correct through observation\n استخراج ما يبدو أن المعرفة من المواد التي تم الحصول عليها\nتحليل النصوص والتقارير حول المفاهيم الجديدة\nاالستماع إلى شرح وتحديد المفاهيم األساسية\n المواد المستخرجة المستخرجة\n تحديد أنماط لوصف وتقدير\n) شبكات المساهمة، االرتباط، إنشاء عالقات واضحة بين عناصر المعرفة (مثل السببية\n تحقق من صحة المحتوى المستخرج من خالل المالحظة27\n\nReconstruct (Synthesize) Knowledge\nإعادة بناء (توليف) المعرفة\n Generalize analyzed materials to obtain broader principles\n Generate hypotheses to explain observed behaviour in terms of causal\nfactors\n Establish conformance between new and existing knowledge (validity,\ncoherence)\n Update total knowledge pool by incorporating new knowledge\n\nDiscard old, false, outdated, no longer relevant knowledge\n تعميم المواد التي تم تحليلها للحصول على مبادئ أوسع\n توليد فرضيات لشرح السلوك المالحظ من حيث العوامل السببية\n) التماسك، تأسيس التوافق بين المعرفة الجديدة والحالية (الصالحية\n تحديث مجمع المعرفة الكلي من خالل دمج المعرفة الجديدة\n لم تعد ذات الصلة، التي عفا عليها الزمن، الزائفة، تجاهل المعرفة القديمة\n28\nCodify and Model Knowledge\nتدوين والمعارف النموذجية\n Represent knowledge in our minds by building mental\nmodels\n Model knowledge by assembling declarations and relational\nstatements into a coherent whole\n Document knowledge in books and manuals\n Encode knowledge into knowledge bases (computerized\nKBS tools)\nتمثيل المعرفة في عقولنا من خالل بناء النماذج الذهنية\nنموذج المعرفة من خالل تجميع اإلعالنات والبيانات العالئقية في كل متماسك\nوثيقة المعرفة في الكتب والكتيبات\n)المحوسبةKBS تشفير المعرفة في قواعد المعرفة (أدوات\n\n\n\n\n29\nOrganize Knowledge\nتنظيم المعرفة\n Organize new knowledge for specific uses\n\nE.g. sequence for diagnostics, help desk, FAQs\n Organize new knowledge according to an established\nframework\n\n\nCategorize according to organizational standards\nTaxonomy, ontology, official list of key words, attributes,\nlinguistic/translation guidelines….\nتنظيم معرفة جديدة الستخدامات محددة\n األسئلة الشائعة، مكتب المساعدة، مثال تسلسل التشخيص\nتنظيم معرفة جديدة وفقا إلطار المنشأة\nتصنيف وفقا للمعايير التنظيمية\n. الترجمة/ اإلرشادات اللغوية، السمات، القائمة الرسمية للكلمات الرئيسية، األنطولوجيا، التصنيف\n30\nBuilding Knowledge – Examples\n أمثلة- بناء المعرفة\n Market research\n\n\n\n\nFocus groups\nSurveys\nCompetitive intelligence\nData mining on customer preferences\n Synthesis of lessons learned (what worked, what didn’t) –\ngenerate hypotheses\n\n\nValidate using customer satisfaction questionnaire and interviews\nDocument as training manual for marketing to this specific target\nmarket\n استخراج البيانات على تفضيالت- ذكاء تنافسي- الدراسات االستقصائية- مجموعات التركيز:البحث عن المتجر\nالعمالء\n تولد فرضيات- )توليف للدروس المستفادة (ما الذي نجح وما لم ينجح\n التحقق من صحة باستخدام استبيان رضا العمالء والمقابالت المستند كدليل تدريبي للتسويق في هذا السوق المستهدف المحدد-\n\n\n31\nWiig KM Cycle/4\nBuild Knowledge\nHold Knowledge\nPool Knowledge\nUse Knowledge\n•Personal experience\n•Formal education and training\n•Intelligence sources\n•Media, books, peers\n•In people\n•In tangible forms (e.g. books)\n•KM systems (intranet, dbase)\n•Groups of people- brainstorm\n•In work context\n•Embedded in work processes\n32\nHolding Knowledge\n In people’s minds, books, computerized knowledge bases, etc.\n\n\n\n\nRemember knowledge – internalize it\nCumulate knowledge in repositories (encode it)\nEmbed knowledge in repositories (within procedures)\nArchive knowledge\nCreate scientific library, subscriptions\n Retire older knowledge from active status in repository (e.g. store in another\nmedium for potential future retrieval – cd roms, etc.)\n\n. إلخ، وقواعد المعرفة المحوسبة، والكتب، في عقول الناس\n استيعابها- تذكر المعرفة\n)تجميع المعرفة في المستودعات (تشفيرها\n)تضمين المعرفة في المستودعات (ضمن اإلجراءات\nارشيف المعرفة\n اشتراكات، إنشاء مكتبة علمية\n- استعن بالمعرفة القديمة من الحالة النشطة في المستودع (مثل تخزينها في وسيط آخر السترجاعها في المستقبل المحتمل\n) وما إلى ذلك، األقراص المدمجة\n33\nHolding Knowledge Examples\n Company owns a number of proprietary methods and recipes for making\nproducts\n Some knowledge documented in the form of research reports, technical\npapers, patents\n Other tacit knowledge can be elicited and embedded in the knowledge\nbase in the form of know-how, tips, tricks of the trade\nVideotapes of specialized experts explaining various procedures\n\nTask support systems\nتمتلك الشركة عددًا من أساليب وصفات الملكية لصنع المنتجات\n براءات اختراع، أوراق تقنية، بعض المعرفة موثقة في شكل تقارير بحثية\nيمكن الحصول على المعرفة الضمنية األخرى ودمجها في قاعدة المعرفة في شكل الدراية\nوالنصائح والحيل للتجارة\n أشرطة فيديو للخبراء المتخصصين تشرح اإلجراءات المختلفة أنظمة دعم المهام\n\n\n\n34\nWiig KM Cycle/5\nBuild Knowledge\nHold Knowledge\nPool Knowledge\nUse Knowledge\n•Personal experience\n•Formal education and training\n•Intelligence sources\n•Media, books, peers\n•In people\n•In tangible forms (e.g. books)\n•KM systems (intranet, dbase)\n•Groups of people- brainstorm\n•In work context\n•Embedded in work processes\n35\nPooling Knowledge\nتجميع المعرفة\n Can take many forms such as discussions, expert networks\nand formal work teams\n Pooling knowledge consists of:\n Coordinating knowledge of collaborative teams\n Creating expert networks to identify who knows what\n Assembling knowledge – background references from\nlibraries and other knowledge sources\n Accessing and retrieving knowledge\n Consult with knowledgeable people about a difficult problem,\npeer reviews, second opinions\n Obtain knowledge directly from a repository – advice,\nexplanations\n36\nً\nأشكاال متعددة مثل المناقشات وشبكات الخبراء وفرق العمل الرسمية\n يمكن أن تتخذ\n تجميع المعرفة يتكون من:\n تنسيق المعرفة بالفرق التعاونية\n إنشاء شبكات خبراء لتحديد من يعرف ماذا\n تجميع المعرفة -مراجع الخلفية من المكتبات ومصادر المعرفة األخرى\n الوصول واستعادة المعرفة\n• التشاور مع أشخاص على دراية حول مشكلة صعبة ،واستعراض األقران ،واآلراء الثانية\n• الحصول على المعرفة مباشرة من مستودع -المشورة والتفسيرات\n37\nPooling Knowledge Examples\n An employee realizes he or she does not have the necessary\nknowledge and know-how to solve a particular problem\n She contact others in the company who have had similar\nproblems to solve, consults the knowledge repository and\nmakes use of an expert advisory system to help her out\n She organizes all this information and has subject matter\nexperts validate the content\n يدرك الموظف أنه أو هي ليست لديه المعرفة والدراية الالزمة لحل مشكلة معينة\n وتتشاور مع مستودع، اتصلت باآلخرين في الشركة الذين واجهوا مشاكل مماثلة لحلها\nالمعرفة وتستفيد من نظام استشاري خبير لمساعدتها على الخروج\n تقوم بتنظيم كل هذه المعلومات ولديها خبراء في موضوع التحقق من صحة المحتوى\n38\nWiig KM Cycle/6\nBuild Knowledge\nHold Knowledge\nPool Knowledge\nUse Knowledge\n•Personal experience\n•Formal education and training\n•Intelligence sources\n•Media, books, peers\n•In people\n•In tangible forms (e.g. books)\n•KM systems (intranet, dbase)\n•Groups of people- brainstorm\n•In work context\n•Embedded in work processes\n39\nUsing Knowledge\n Use established knowledge to perform routine tasks, make standard products,\nprovide standard services\n Use general knowledge to survey exceptional situations, identify problem,\nconsequences\n Use knowledge to describe situation and scope problem\n Select relevant special knowledge to handle situation, identify knowledge\nsources\n Observe and characterize the situation, collect and organize information\n Analyze situation, determine patterns, compare with others, judge what needs to\nbe done\n وتوفير الخدمات القياسية، وجعل المنتجات القياسية، استخدام المعرفة الراسخة ألداء المهام الروتينية\nاستخدم المعرفة العامة لمسح الحاالت االستثنائية وتحديد المشكلة والنتائج\nاستخدم المعرفة لوصف مشكلة الموقف والنطاق\n وتحديد مصادر المعرفة، حدد المعرفة الخاصة ذات الصلة للتعامل مع الموقف\n وجمع المعلومات وتنظيمها، مراقبة وتوصيف الموقف\n والحكم على ما يجب القيام به، ومقارنة مع اآلخرين، وتحديد األنماط، تحليل الموقف\n\n\n\n\n\n\n40\nUsing Knowledge (con’t)\n Synthesize alternative solutions, identify options, create new solutions\n Evaluate potential alternatives, appraise advantages and disadvantages of\neach, determine risks and benefits of each\n Use knowledge to decide what to do, which alternative to select\n\nRank alternatives & test that each is feasible, acceptable\n Implement selected alternative\n\n\nChoose and assemble tools needed\nPrepare implementation plan, distribute it, authorize team to proceed with\nthis solution\n وخلق حلول جديدة، وتحديد الخيارات، توليف الحلول البديلة\n وتحديد المخاطر والفوائد لكل منها، وتقييم مزايا وعيوب كل منها، تقييم البدائل المحتملة\n وهو البديل المحدد، استخدم المعرفة لتقرير ما يجب فعله\nرتب البدائل واختبر أن كل منها ممكن ومقبول\n تنفيذ البديل المحدد\nاختيار وتجميع األدوات الالزمة\n وفوض الفريق لمتابعة هذا الحل، وقم بتوزيعها، قم بإعداد خطة التنفيذ\n41\nUsing Knowledge – Examples\n Expert mechanic encounters a new problem\n Gathers info to diagnose and analyze\n Synthesizes a list of possible solutions with the tools he knows are\navailable to him\n Decides on the best option and uses it to fix the part\n Non-routine tasks are approached in a different way than familiar,\nstandard ones\nميكانيكي خبير يواجه مشكلة جديدة\nيجمع المعلومات لتشخيص وتحليل\nيجمع قائمة من الحلول الممكنة مع األدوات التي يعرف أنها متوفرة له\nيقرر الخيار األفضل ويستخدمه إلصالح الجزء\nيتم التعامل مع المهام غير الروتينية بطريقة مختلفة عن المهام المعتادة والمألوفة\n\n\n\n\n\n42\nKM Cycle Processes\n Knowledge Capture\n Knowledge Creation & Contribution\nالتقاط المعرفة\n Knowledge Codification & Refinement\n(inc. Sanitize) & Reconstruction (e.g.\nخلق المعرفة والمساهمة\nsynthesis)\nتدوين المعرفة وتنقيحها (بما في ذلك التعقيم) وإعادة\n Selectively filter contributions\n)اإلعمار (مثل التوليف\n Knowledge Modeling\nتصفية االنتقائي المساهمات\n Knowledge Sharing & Pooling\nنمذجة المعرفة\n Knowledge Organization &Access\nتبادل المعرفة وجمعها\n Knowledge Learning &Application\nمنظمة المعرفة والوصول\n Knowledge Evaluation & Re-Use OR\nتعلم وتطبيق المعرفة\nDivest\nتقييم المعرفة وإعادة االستخدام أو التجريد\n43\n\n\n\n\n\n\n\n\n\nFive Critical Knowledge\nFunctions for each KM Cycle Step\n Type of knowledge or skill involved\n\nSecurities trading expertise\n Business use of that knowledge\n\nIncrease the value of a retirement fund portfolio\n Constraint that prevents knowledge from being fully utilized\n\nExpert will retire at the end of the year with no successor\n Opportunities, alternatives to manage that knowledge\n\nElicit and codify knowledge before person retires\n Expected value-added of improving the situation\n\nValuable knowledge is not lost to organization\nنوع المعرفة أو المهارة\nخبرة في تداول األوراق المالية\nاستخدام األعمال من تلك المعرفة\nزيادة قيمة محفظة صندوق التقاعد\nي تحول دون استخدام المعرفة بالكامل\nاعد الخبير في نهاية العام بدون خلف\nالفرص والبدائل إلدارة تلك المعرفة\nط وتدوين المعرفة قبل تقاعد الشخص\nيمة المضافة المتوقعة لتحسين الوضع\n نفقد المعرفة القيمة للمنظمة44\nال\nGroup activity\n In small groups, discuss the following:\nWhat knowledge object would you want next\nyear’s class to have? To re-use?\n Go through the KM processes and see how you\nwould capture and make available to them\n What would you have liked to have known\nbefore coming to our program? Anything\nunexpected? Surprises? Things you had to\ndiscover….?\n\nCan continue discussion online…\n45\nSome topics from previous\nclasses….\n Workload\n Student life in a new city\n State of the profession – – wiki\n Alumni, recent graduates, job statistics\n Course information – satisfied with information that was\nmailed out, that is on the website\n Specific course information\n\n\ntailored so students coming from diverse background (work, undergrad\ndegree, technological know needed for course, theoretical content etc.\nprovide demographic info on the incoming class\n46\nNext:\n Selected knowledge management models\n47\nKnowledge Management in Theory and Practice\nإدارة اﻟﻣﻌرﻓﺔ ﻓﻲ اﻟﻧظرﯾﺔ واﻟﺗطﺑﯾق\nLecture 3: Selected Knowledge\nManagement Models\nﻧﻣﺎذج ﻣﺧﺗﺎرة ﻹدارة اﻟﻣﻌرﻓﺔ: 3 اﻟﻣﺣﺎﺿرة\nWeek 3: Knowledge\nManagement Models\nw ﻧﻤﺎذجKM\nw KM Models\nn ووﯾﻚ،ﺗﺸﻮ\nn Choo, Weick\nn ﻧﻮﻧﺎﻛﺎ وﺗﺎﻛﻮﺗﺸﻲ\nn Nonaka and Takeuchi\nn وﯾﺞ.ك\nn K. Wiig\nn Boisot\nn Boisot\nn اﻟﺒﯿﺮة وﺑﯿﻨﯿﺖ وﺑﯿﻨﯿﺖ\nn Beer and Bennet & Bennet n EFQM – اﻟﻤﺆﺳﺴﺔ اﻷوروﺑﯿﺔ ﻟﻨﻤﻮذج اﻟﺠﻮدة\nn\nﻧﻤﻮذج\nEFQM – European Foundation for Quality Model\nn Inukshuk Model\nn\n2\nChoo and Weick KM Model\nw Knowing Organization Framework (Choo, C.W. 1998) – 2nd edition\n2006\nn Model of KM that stresses sense making, knowledge creation and\ndecision making\nn How to select information elements that could feed into the\norganizational actions\nn Organizational action results from the concentration and absorption\nof information from the external environment into each successive\ncircle.\nn Each circle has an outside stimulus or trigger\nw إطﺎر ﻋﻤﻞ ﻣﻨﻈﻤﺔ اﻟﻤﻌﺮﻓﺔ )ﺗﺸﻮ، CW 1998) – 22006 اﻟﺜﺎﻧﯿﺔ طﺒﻌﺔ\nn ﻧﻤﻮذجKM وﺧﻠﻖ اﻟﻤﻌﺮﻓﺔ وﺻﻨﻊ اﻟﻘﺮار،اﻟﺬي ﯾﺆﻛﺪ ﺻﻨﻊ اﻟﺸﻌﻮر\nn\nﻛﯿﻔﯿﺔ اﺧﺘﯿﺎر ﻋﻨﺎﺻﺮ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺘﻲ ﯾﻤﻜﻦ أن ﺗﻐﺬي اﻹﺟﺮاءات اﻟﺘﻨﻈﯿﻤﯿﺔ\nn\nﯾﻨﺘﺞ اﻹﺟﺮاء اﻟﺘﻨﻈﯿﻤﻲ ﻋﻦ ﺗﺮﻛﯿﺰ واﻣﺘﺼﺎص اﻟﻤﻌﻠﻮﻣﺎت ﻣﻦ اﻟﺒﯿﺌﺔ اﻟﺨﺎرﺟﯿﺔ ﻓﻲ ﻛﻞ\nداﺋﺮة ﻣﺘﺘﺎﻟﯿﺔ.\nn\nﻛﻞ داﺋﺮة ﻟﺪﯾﮭﺎ ﺣﺎﻓﺰ ﺧﺎرﺟﻲ أو اﻟﺰﻧﺎد\n3\nChoo’s KM Model\nStreams of\nexperience\n1\nSense\nMaking\nShared meanings\nShared meanings\nKnowledge\nCreating\n2\nExternal\nInformation\n& Knowledge\nNew knowledge,\nnew capabilities\nDecision\nMaking\n3\nGoal-directed adaptive\nbehavior\nNext\nknowing\ncycle\n4\nChoo’s KM Model/2\n1.\n2.\n3.\n4.\nMeaning is socially constructed as information is filtered\nthrough the sense making behaviour\nIndividuals create new knowledge about the external world\nthrough the transformation of their individual knowledge\ninto shareable knowledge and information\nA threshold is reached at some specific point when the\norganization as a whole is prepared to act in a rational\nmanner and choose an alternative based upon the\norganizations goals, objectives & strategy\nStart the next cycle when the action chosen changes the\nexternal environment and impacts ongoing decisions\nrelated to the original choice\n5\nChoo’s KM Model/2\nاﻟﻣﻌﻧﻰ ﻣﺑﻧﻲ اﺟﺗﻣﺎﻋﯾﺎ ﻛﻣﺎ ﯾﺗم ﺗﺻﻔﯾﺔ اﻟﻣﻌﻠوﻣﺎت ﻣن ﺧﻼل ﺳﻠوك ﺟﻌل\nا ﻟ ﺷﻌ ور\nﯾﺧﻠق اﻷﻓراد ﻣﻌرﻓﺔ ﺟدﯾدة ﻋن اﻟﻌﺎﻟم اﻟﺧﺎرﺟﻲ ﻣن ﺧﻼل ﺗﺣوﯾل ﻣﻌﺎرﻓﮭم 2.\nاﻟﻔردﯾﺔ إﻟﻰ ﻣﻌﻠوﻣﺎت وﻣﻌﻠوﻣﺎت ﻗﺎﺑﻠﺔ ﻟﻠﻣﺷﺎرﻛﺔ\nﯾﺗم اﻟوﺻول إﻟﻰ اﻟﻌﺗﺑﺔ ﻋﻧد ﻧﻘطﺔ ﻣﻌﯾﻧﺔ ﻋﻧدﻣﺎ ﺗﻛون اﻟﻣﻧظﻣﺔ ﻛﻛل ﻣﺳﺗﻌدة 3.\nﻟﻠﻌﻣل ﺑطرﯾﻘﺔ ﻋﻘﻼﻧﯾﺔ واﺧﺗﯾﺎر ﺑدﯾل ﯾﻌﺗﻣد ﻋﻠﻰ أھداف اﻟﻣﻧظﻣﺔ وأھداﻓﮭﺎ\nوا ﺳﺗر ا ﺗ ﯾﺟ ﯾ ﺗﮭ ﺎ\nاﺑدأ اﻟدورة اﻟﺗﺎﻟﯾﺔ ﻋﻧدﻣﺎ ﯾﻐﯾر اﻹﺟراء اﻟﻣﺧﺗﺎر اﻟﺑﯾﺋﺔ اﻟﺧﺎرﺟﯾﺔ وﯾؤﺛر ﻋﻠﻰ 4.\nاﻟﻘرارات اﻟﺟﺎرﯾﺔ اﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻻﺧﺗﯾﺎر اﻷﺻﻠﻲ\n1.\n6\nChoo’s KM Model/3\nStreams of\nexperience\n1\nSense\nMaking\nShared meanings\nShared meanings\nKnowledge\nCreating\n2\nExternal\nInformation\n& Knowledge\nNew knowledge,\nnew capabilities\nDecision\nMaking\n3\nGoal-directed adaptive\nbehavior\nNext\nknowing\ncycle\n7\nSense Making ﺻﻧﻊ اﻟﺷﻌور\nw Attempts to make sense of the information\nstreaming in from the external environment\nw Priorities are identified and used to filter the\ninformation\nw Common interpretation is constructed by\nindividuals from the exchange and negotiation of\ninformation fragments combined with their\nprevious experiences\nw ﻣﺤﺎوﻻت ﻟﻔﮭﻢ ﺗﺪﻓﻖ اﻟﻤﻌﻠﻮﻣﺎت ﻣﻦ اﻟﺒﯿﺌﺔ اﻟﺨﺎرﺟﯿﺔ\nw أوﻟﻮﯾﺎت ﯾﺘﻢ ﺗﺤﺪﯾﺪ واﺳﺘﺨﺪاﻣﮭﺎ ل ﻣﻨﻘﻲ اﻟﻤﻌﻠﻮﻣﺎت\nw ﯾﺘﻢ ﺑﻨﺎء اﻟﺘﻔﺴﯿﺮ اﻟﻤﺸﺘﺮك ﻣﻦ ﻗﺒﻞ اﻷﻓﺮاد ﻣﻦ ﺗﺒﺎدل واﻟﺘﻔﺎوض ﺷﻈﺎﯾﺎ اﻟﻤﻌﻠﻮﻣﺎت ﺟﻨﺒﺎ إﻟﻰ\n8\nﺟﻨﺐ ﻣﻊ ﺗﺠﺎرﺑﮭﻢ اﻟﺴﺎﺑﻘﺔ\nSense Making (con’t)\nw Karl Weick: theory of sense making to describe how chaos\nis transformed into sensible and orderly processes in an\norganization through the shared interpretation of individuals\nw Loosely coupled systems where individuals construct their\nown representation of reality\nw Compare current with past events\nw ﻧﻈﺮﯾﺔ اﻹﺣﺴﺎس ﻟﻮﺻﻒ ﻛﯿﻔﯿﺔ ﺗﺤﻮﯾﻞ اﻟﻔﻮﺿﻰ إﻟﻰ ﻋﻤﻠﯿﺎت ﻣﻌﻘﻮﻟﺔ:ﻛﺎرل وﯾﻚ\nوﻣﻨﻈﻤﺔ ﻓﻲ ﻣﻨﻈﻤﺔ ﻣﻦ ﺧﻼل اﻟﺘﻔﺴﯿﺮ اﻟﻤﺸﺘﺮك ﻟﻸﻓﺮاد\nw أﻧﻈﻤﺔ ﻣﻘﺘﺮﻧﺔ ﺑﺸﻜﻞ ﻓﻀﻔﺎض ﺣﯿﺚ ﯾﺒﻨﻲ اﻷﻓﺮاد ﺗﻤﺜﯿﻠﮭﻢ اﻟﺨﺎص ﻟﻠﻮاﻗﻊ\nw ﻗﺎرن اﻟﺤﺎﻟﻲ ﻣﻊ اﻷﺣﺪاث اﻟﻤﺎﺿﯿﺔ\n9\nWeick Theory of Sense Making\nﻧظرﯾﺔ ﺻﻧﻊ اﻟﺷﻌور\nw Sense making process in an organization consists of four\ntightly integrated processes:\nn Ecological change\nn Enactment\nn Selection\nn Retention\nw ﺗﺘﻜﻮن ﻋﻤﻠﯿﺔ ﺻﻨﻊ اﻹﺣﺴﺎس ﻓﻲ اﻟﻤﻨﻈﻤﺔ ﻣﻦ أرﺑﻊ ﻋﻤﻠﯿﺎت ﻣﺘﻜﺎﻣﻠﺔ ﺑﺈﺣﻜﺎم:\nn ا ﻟ ﺘﻐ ﯿ ﯿﺮ ا ﻟ ﺒ ﯿ ﺌ ﻲ\nn ﺗﺸﺮ ﯾﻊ\nn اﺧﺘﯿﺎر\nn اﺣﺘﻔﺎظ\n10\nEcological Change اﻟﺗﻐﯾﯾر اﻟﺑﯾﺋﻲ\nw A change in the environment external to the organization\ndisturbs the flow of information to the participants\nw This triggers an ecological change in the organization\nw Organizational actors enact their environment by attempting\nto closely examine elements of the environment\nw أي ﺗﻐﯿﯿﺮ ﻓﻲ اﻟﺒﯿﺌﺔ اﻟﺨﺎرﺟﯿﺔ ﻟﻠﻤﺆﺳﺴﺔ ﯾﺰﻋﺞ ﺗﺪﻓﻖ اﻟﻤﻌﻠﻮﻣﺎت إﻟﻰ اﻟﻤﺸﺎرﻛﯿﻦ\nw ھﺬه ﻣﺤﻔﺰات ﺗﻐﯿﯿﺮ ﺑﯿﺌﻲ ﻓﻲ اﻟﻤﻨﻈﻤﺔ\nw اﻟﺠﮭﺎت اﻟﻔﺎﻋﻠﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﺗﺴﻦ ﺑﯿﺌﺘﮭﺎ ﻣﻦ ﺧﻼل ﻣﺤﺎوﻟﺔ دراﺳﺔ ﻋﻨﺎﺻﺮ اﻟﺒﯿﺌﺔ ﻋﻦ\nﻛ ﺜﺐ\n11\nEnactment ﺗﺷرﯾﻊ\nw People try to: ﯾﺣﺎول اﻟﻧﺎس\nn Construct اﻟﺑﻧﺎء\nn Rearrange اﻋﺎدة اﻟﺗرﺗﯾب\nn Single out اﻻﻧﺗﻘﺎء\nn Demolish اﻟﮭدم\nw Many of the objective features of their surroundings, make it less\nrandom, more orderly, by literally creating their own constraints or rules\nw This clarifies the data & issues to be used for the selection process\nw ، أﻛﺜﺮ ﺗﻨﻈﯿﻤﺎ، وﺟﻌﻠﮭﺎ أﻗﻞ ﻋﺸﻮاﺋﯿﺔ،اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻤﯿﺰات اﻟﻤﻮﺿﻮﻋﯿﺔ ﻣﻦ اﻟﻤﻨﺎطﻖ اﻟﻤﺤﯿﻄﺔ ﺑﮭﺎ\nﻣﻦ ﺧﻼل ﺧﻠﻖ ﺣﺮﻓﯿﺎ اﻟﻘﯿﻮد اﻟﺨﺎﺻﺔ ﺑﮭﺎ أو ﻗﻮاﻋﺪ\nw ھﺬه ﯾﻮﺿﺢ اﻟﺒﯿﺎﻧﺎت واﻟﻘﻀﺎﯾﺎ اﻟﺘﻲ ﺳﯿﺘﻢ اﺳﺘﺨﺪاﻣﮭﺎ ﻓﻲ ﻋﻤﻠﯿﺔ اﻻﺧﺘﯿﺎر\n12\nSelection & Retention اﻻﺧﺗﯾﺎر\nواﻻﺣﺗﻔﺎظ\nw Individuals attempt to interpret the rationale for the observed and\nenacted changes by making selections\nw The retention process furnishes the organization with an organizational\nmemory of successful sense making experiences\nn Can be reused in the future to interpret new changes & stabilize\nindividual interpretations into an organizational view of events and\nactions\nn Reduces uncertainty and ambiguity associated with unclear, poorly\ndefined info\nw ﻣﺤﺎوﻟﺔ ﻟﻸﻓﺮاد ﺗﻔﺴﺮ اﻷﺳﺎس اﻟﻤﻨﻄﻘﻲ ﻻﻟﺘﻐﯿﺮات اﻟﻤﻠﺤﻮظﺔ واﻟﺘﻲ ﯾﺴﻨﮭﺎ إﺟﺮاء اﻟﺘﺤﺪﯾﺪات\nw ﻋﻤﻠﯿﺔ اﻻﺣﺘﻔﺎظ ﺗﺰودﻧﺎ اﻟﻤﻨﻈﻤﺔ ﻣﻊ اﻟﺬاﻛﺮة اﻟﺘﻨﻈﯿﻤﯿﺔ ﻣﻦ ﻧﺎﺟﺤﺔ ﺑﻤﻌﻨﻰ ﺟﻌﻞ اﻟﺨﺒﺮات\nn\nﯾﻤﻜﻦ إﻋﺎدة اﺳﺘﺨﺪاﻣﮭﺎ ﻓﻲ اﻟﻤﺴﺘﻘﺒﻞ ﻟﺘﻔﺴﯿﺮ اﻟﺘﻐﯿﯿﺮات اﻟﺠﺪﯾﺪة واﺳﺘﻘﺮار اﻟﺘﻔﺴﯿﺮات اﻟﻔﺮدﯾﺔ\nإﻟﻰ وﺟﮭﺔ ﻧﻈﺮ اﻟﺘﻨﻈﯿﻤﻲ ﻟﻸﺣﺪاث واﻹﺟﺮاءات\nn وﻣﻌﻠﻮﻣﺎت ﻣﺤﺪدة ﺑﺸﻜﻞ واﺿﺢ،ﯾﻘﻠﻞ ﻣﻦ ﻋﺪم اﻟﯿﻘﯿﻦ واﻟﻐﻤﻮض اﻟﻤﺮﺗﺒﻂ ﻏﯿﺮ واﺿﺤﺔ\n13\nChoo’s KM Model/4\nStreams of\nexperience\n1\nSense\nMaking\nShared meanings\nShared meanings\nKnowledge\nCreating\n2\nExternal\nInformation\n& Knowledge\nNew knowledge,\nnew capabilities\nDecision\nMaking\n3\nGoal-directed adaptive\nbehavior\nNext\nknowing\ncycle\n14\nKnowledge Creating ﺧﻠق اﻟﻣﻌرﻓﺔ\nw Transformation of personal knowledge\nbetween individuals: ﺗﺤﻮﯾﻞ اﻟﻤﻌﺮﻓﺔ اﻟﺸﺨﺼﯿﺔ ﺑﯿﻦ\nاﻷﻓﺮاد\nDialogue ﺣوار\nn Discourse ﻣﻧﺎﻗﺷﺔ\nn Sharing ﻣﺷﺎرﻛﺔ\nn Storytelling ﺳرد ﻗﺻص\nn\n15\nKnowledge Creating (con’t)\nw Directed by a knowledge vision of AS IS (current) and TO BE (future)\nw Widens the spectrum of potential choices in decision making through\nnew knowledge and new competences\nw The result feeds the decision making process with innovative strategies\nthat extend the organization’s capability to make informed, rational\ndecisions\nw Choo draws upon the Nonaka & Takeuchi model for a theory of\nknowledge creation\nw إﺧﺮاج رؤﯾﺔ ﻣﻌﺮﻓﺔAS IS (اﻟﺤﺎﻟﯿﺔ( وTO BE ()اﻟﻤﺴﺘﻘﺒﻞ\nw ﯾﻮﺳﻊ طﯿﻒ ﻣﻦ اﻟﺨﯿﺎرات اﻟﻤﺤﺘﻤﻠﺔ ﻓﻲ ﺻﻨﻊ اﻟﻘﺮار ﻣﻦ ﺧﻼل ﻣﻌﺎرف ﺟﺪﯾﺪة وﻛﻔﺎءات ﺟﺪﯾﺪة\nw ،ﻧﺘﯿﺠﺔ ﯾﻐﺬي ﻋﻤﻠﯿﺔ ﺻﻨﻊ ﻣﻊ اﻻﺳﺘﺮاﺗﯿﺠﯿﺎت اﻟﻤﺒﺘﻜﺮة اﻟﺘﻲ ﺗﻤﺘﺪ ﻗﺪرة اﻟﻤﻨﻈﻤﺔ ﻗﺮار ﺟﻌﻞ ﻣﻄﻠﻌﺔ\nﻗﺮارات ﻋﻘﻼﻧﯿﺔ\nw ﺗﻮﺟﮫ ﺗﺸﻮ ﻋﻠﻰ ﻧﻤﻮذج ﻧﻮﻧﺎﻛﺎ وﺗﺎﻛﻮﺷﻲ ﻟﻨﻈﺮﯾﺔ ﺧﻠﻖ اﻟﻤﻌﺮﻓﺔ\n16\nChoo’s KM Model/5\nStreams of\nexperience\n1\nSense\nMaking\nShared meanings\nShared meanings\nKnowledge\nCreating\n2\nExternal\nInformation\n& Knowledge\nNew knowledge,\nnew capabilities\nDecision\nMaking\n3\nGoal-directed adaptive\nbehavior\nNext\nknowing\ncycle\n17\nDecision Making اﺗﺧﺎذ ﻗرار\nw Rational decision making models used to identify and evaluate\nalternatives by processing the information and knowledge collected to date\nw Variety of decision making theories\nn Theory of games and economic behaviour\nn Chaos theory, complexity theory, emergent theory\nn Bounded rationality theory\nn Garbage can theory\nw\nﻧﻤﺎذج اﺗﺨﺎذ اﻟﻘﺮارات اﻟﻌﻘﻼﻧﯿﺔ ﺗﺴﺘﺨﺪم ﻟﺘﺤﺪﯾﺪ وﺗﻘﯿﯿﻢ ﺑﺪاﺋﻞ ﻣﻦ ﺧﻼل ﺗﺠﮭﯿﺰ اﻟﻤﻌﻠﻮﻣﺎت واﻟﻤﻌﺮﻓﺔ اﻟﺘﻲ ﺗﻢ\nﺟﻤﻌﮭﺎ ﺣﺘﻰ اﻵن\nw ﻣﺠﻤﻮﻋﺔ ﻣﺘﻨﻮﻋﺔ ﻣﻦ ﻧﻈﺮﯾﺎت ﺻﻨﻊ اﻟﻘﺮار\nn ﻧﻈﺮﯾﺔ اﻷﻟﻌﺎب واﻟﺴﻠﻮك اﻻﻗﺘﺼﺎدي\nn\n وﻧﻈﺮﯾﺔ اﻟﻨﺎﺷﺌﺔ، ﻧﻈﺮﯾﺔ اﻟﺘﻌﻘﯿﺪ،ﻧﻈﺮﯾﺔ اﻟﻔﻮﺿﻰ\nﻧﻈﺮﯾﺔ اﻟﻌﻘﻼﻧﯿﺔ ﯾﺤﺪھﺎ\nn\nﻧﻈﺮﯾﺔ ﺳﻠﺔ اﻟﻤﮭﻤﻼت\nn\n18\nBounded Rationality Theory\nﻧظرﯾﺔ اﻟﻌﻘﻼﻧﯾﺔ ﯾﺣدھﺎ\nw First proposed by H. Simon a limited or constrained\nrationality:\nn The capacity of the human mind for formulating and\nsolving complex problems is very small compared with\nthe size of the problems whose solution is required for\nobjectively rational behaviour in the real world – – or\neven for a reasonable approximation to such objective\nrationality (Simon, H.A 1957, p. 198)\nw أول ﻣﻦ اﻗﺘﺮحH. ﺳﯿﻤﻮن ﻋﻘﻼﻧﯿﺔ ﻣﺤﺪودة أو ﻣﻘﯿﺪة:\nn ﻗﺪرة اﻟﻌﻘﻞ اﻟﺒﺸﺮي ﻟﺼﯿﺎﻏﺔ وﺣﻞ اﻟﻤﺸﺎﻛﻞ اﻟﻤﻌﻘﺪة ﺻﻐﯿﺮة ﺟﺪا ﺑﺎﻟﻤﻘﺎرﻧﺔ\nﻣﻊ ﺣﺠﻢ اﻟﻤﺸﺎﻛﻞ اﻟﺘﻲ ﯾﻠﺰم ﻟﻠﺴﻠﻮك ﻋﻘﻼﻧﻲ ﻣﻮﺿﻮﻋﻲ ﻓﻲ اﻟﻌﺎﻟﻢ اﻟﺤﻘﯿﻘﻲ\n أو ﺣﺘﻰ ل ﺗﻘﺮﯾﺐ ﻣﻌﻘﻮل ﻟﮭﺬه اﻟﻌﻘﻼﻧﯿﺔ اﻟﻤﻮﺿﻮﻋﯿﺔ )ﺳﯿﻤﻮن- – اﻟﺤﻞ،\nHA 1957، 198 .)ص\n19\nBounded Rationality Theory/2\nw When confronted with a highly complex world, the mind constructs a simple\nmental model of reality and tries to work within that model\nw Even though the model may have weaknesses, the individual tries to behave\nrationally within it\nw Individuals can be bound in a decisional process by:\nn\nLimited in intelligence, skills, habits and responsiveness\nn\nAvailability of personal information and knowledge\nn\nValues and norms which may be different from the org.\nw\n واﻟﻌﻘﻞ ﯾﺒﻨﻲ ﻧﻤﻮذج ﻋﻘﻠﻲ ﺑﺴﯿﻂ ﻣﻦ اﻟﻮاﻗﻊ وﯾﺤﺎول اﻟﻌﻤﻞ ﻓﻲ،ﻋﻨﺪﻣﺎ ﺗﻮاﺟﮫ ﻣﻊ ﻋﺎﻟﻢ ﻣﻌﻘﺪ ﻟﻠﻐﺎﯾﺔ\nإطﺎر ھﺬا اﻟﻨﻤﻮذج\nw ﯾﺤﺎول اﻟﻔﺮد أن ﯾﺘﺼﺮف ﺑﻌﻘﻼﻧﯿﺔ داﺧﻠﮭﺎ،ﻋﻠﻰ اﻟﺮﻏﻢ ﻣﻦ أن اﻟﻨﻤﻮذج ﻗﺪ ﯾﻜﻮن اﻟﻀﻌﻒ\nw اﻷﻓﺮاد ﯾﻤﻜﻦ أن ﺗﻜﻮن ﻣﻠﺰﻣﺔ ﻓﻲ ﻋﻤﻠﯿﺔ اﺗﺨﺎذ اﻟﻘﺮار ﻣﻦ ﻗﺒﻞ:\nn ﯾﻘﺘﺼﺮ ﻓﻲ ﻣﺠﺎل اﻟﺬﻛﺎء واﻟﻤﮭﺎرات واﻟﻌﺎدات واﻻﺳﺘﺠﺎﺑﺔ\nn ﺗﻮاﻓﺮ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺸﺨﺼﯿﺔ واﻟﻤﻌﺮﻓﺔ\nn اﻟﻘﯿﻢ واﻟﻤﻌﺎﯾﯿﺮ اﻟﺘﻲ ﻗﺪ ﺗﻜﻮن ﻣﺨﺘﻠﻔﺔ ﻣﻦ اﻟﻤﺆﺳﺴﺔ.\n20\nBounded Rationality Theory/3\nw This theory has long been accepted in organizational and\nmanagement sciences\nw Characterized by individuals’ uses of:\nn Limited information analysis, evaluation, and processing\nn Shortcuts and rules of thumb (heuristics)\nn “Satisficing” (good enough, 80/20 rule, not necessarily\noptimization)\nw ﻣﻨﺬ ﻓﺘﺮة طﻮﯾﻠﺔ ﺗﻢ ﻗﺒﻮل ھﺬه اﻟﻨﻈﺮﯾﺔ ﻓﻲ اﻟﻌﻠﻮم اﻟﺘﻨﻈﯿﻤﯿﺔ واﻹدارﯾﺔ\nw ﺗﺘﻤﯿﺰ اﺳﺘﺨﺪاﻣﺎت اﻷﻓﺮاد ﻣﻦ:\nn وﻣﻌﺎﻟﺠﺔ، واﻟﺘﻘﯿﯿﻢ،ﺗﺤﻠﯿﻞ اﻟﻤﻌﻠﻮﻣﺎت ﻣﺤﺪودة\nn (اﺧﺘﺼﺎرات وﻗﻮاﻋﺪ اﻹﺑﮭﺎم )اﻻﺳﺘﺪﻻل\nn وﻟﯿﺲ ﺑﺎﻟﻀﺮورة اﻷﻣﺜﻞ،80/20 ،)إرﺿﺎﺋﻲ )ﺟﯿﺪ ﺑﻤﺎ ﻓﯿﮫ اﻟﻜﻔﺎﯾﺔ\n21\nThe Nonaka-Takeuchi Model\nof Knowledge Management\n“In an economy where the only certainty is\nuncertainty, the one sure source of lasting\ncompetitive advantage is knowledge.”\nI. Nonaka\n ﻣﺼﺪر ﺑﺎﻟﺘﺄﻛﯿﺪ،ﻓﻲ اﻻﻗﺘﺼﺎد ﺣﯿﺚ اﻟﺸﻲء اﻟﻮﺣﯿﺪ اﻟﻤﺆﻛﺪ ھﻮ ﻋﺪم اﻟﯿﻘﯿﻦ\n واﺣﺪة ﻣﻦ ﻣﯿﺰة ﺗﻨﺎﻓﺴﯿﺔ داﺋﻤﺔ ھﻮ اﻟﻤﻌﺮﻓﺔ.\nwThe problem is that few managers understand how to manage the\nknowledge-creating company\nwFocus on ‘hard’ or quantifiable knowledge\nwSee KM as information processing machine\nwواﻟﻤﺸﻜﻠﺔ ھﻲ أن ﻗﻠﺔ ﻣﻦ اﻟﻤﺪﯾﺮﯾﻦ ﻋﻠﻰ ﻓﮭﻢ ﻛﯿﻔﯿﺔ إدارة ﺷﺮﻛﺔ ﺧﻠﻖ اﻟﻤﻌﺮﻓﺔ\nwاﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ اﻟﺼﻌﺒﺔ أو ﻗﺎﺑﻠﺔ ﻟﻠﻘﯿﺎس اﻟﻤﻌﺮﻓﺔ\nw اﻧﻈﺮKM ﻛﻤﺎ آﻟﺔ ﻣﻌﺎﻟﺠﺔ اﻟﻤﻌﻠﻮﻣﺎت\n22\nNonaka & Takeuchi/2\nw The authors studied successful Japanese companies to try to identify\nhow they achieved creativity and innovation\nn Found it was more than mechanistically processing objective\ninformation\nn Depending on highly subjective insights\nl Slogans, metaphors, symbols\nn Holistic model of knowledge creation and management of\n“serendipity”\nw درس اﻟﻜﺘﺎب اﻟﺸﺮﻛﺎت اﻟﯿﺎﺑﺎﻧﯿﺔ اﻟﻨﺎﺟﺤﺔ ﻓﻲ ﻣﺤﺎوﻟﺔ ﻟﺘﺤﺪﯾﺪ اﻟﻜﯿﻔﯿﺔ اﻟﺘﻲ ﯾﺘﺤﻘﻖ اﻹﺑﺪاع واﻻﺑﺘﻜﺎر\nn وﺟﺪت أﻧﮫ ﻛﺎن أﻛﺜﺮ ﻣﻦ ﻣﻌﺎﻟﺠﺔ ﻣﯿﻜﺎﻧﯿﻜﯿﺎ ﻣﻌﻠﻮﻣﺎت ﻣﻮﺿﻮﻋﯿﺔ\nn اﻋﺘﻤﺎدا ﻋﻠﻲ ﻏﯿﺮ ﻣﻮﺿﻮﻋﻲ ﻟﻠﻐﺎﯾﺔ أﻓﻜﺎرا\nl اﻟﺸﻌﺎرات واﻻﺳﺘﻌﺎرات واﻟﺮﻣﻮز\nn ﻧﻤﻮذج ﺷﺎﻣﻞ ﻟﺨﻠﻖ اﻟﻤﻌﺮﻓﺔ وإدارة اﻟﺼﺪﻓﺔ\n23\nNonaka & Takeuchi:\nThe Spiral of Knowledge\nدواﻣﺔ اﻟﻣﻌرﻓﺔ\nw Knowledge creation always begins with the individual\nn Brilliant researcher has an insight that leads to a new patent\nn Middle manager has intuition of market trends and becomes the\ncatalyst for an important new product concept\nn Shop floor worker draws on years of experience to come up with a\nprocess innovation that saves $$$$\nw In each case, an individual’s personal knowledge is translated into\nvaluable organizational knowledge\nw ﺧﻠﻖ اﻟﻤﻌﺮﻓﺔ ﯾﺒﺪأ داﺋﻤﺎ ﻣﻊ اﻟﻔﺮد\nn اﻟﺒﺎﺣﺚ اﻟﺮاﺋﻌﺔ دﯾﮫ ﻓﻜﺮة أن ﯾﺆدي إﻟﻰ ﺑﺮاءة اﺧﺘﺮاع ﺟﺪﯾﺪة\nn ﻣﺪﯾﺮ اﻷوﺳﻂ دﯾﮫ اﻟﺤﺪس اﺗﺠﺎھﺎت اﻟﺴﻮق وﯾﺼﺒﺢ ﺣﺎﻓﺰا ﻟﻤﻔﮭﻮم اﻟﻤﻨﺘﺞ اﻟﺠﺪﯾﺪ ﻣﮭﻢ\nn\nﺗﻮﺟﮫ ﻋﺎﻣﻞ ﻣﺘﺠﺮ اﻟﻜﻠﻤﺔ ﻋﻠﻰ ﺳﻨﻮات ﻣﻦ اﻟﺨﺒﺮة ﻣﻦ أﺟﻞ اﻟﺘﻮﺻﻞ إﻟﻰ اﺑﺘﻜﺎر ﻋﻤﻠﯿﺔ اﻟﺬي\n ﯾﺤﻔﻆ$$$$\nw وﯾﺘﺮﺟﻢ ﻣﻌﺮﻓﺔ ﺷﺨﺼﯿﺔ اﻟﻔﺮد إﻟﻰ اﻟﻤﻌﺮﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻗﯿﻤﺔ،ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ\n24\nThe Basis for the Nonaka –\nTakeuchi Model\nw Making personal knowledge available to others in the company is at the core of\nthis model of KM ﺟﻌﻞ اﻟﻤﻌﺮﻓﺔ اﻟﺸﺨﺼﯿﺔ اﻟﻤﺘﺎﺣﺔ ﻟﻶﺧﺮﯾﻦ ﻓﻲ اﻟﺸﺮﻛﺔ ھﻮ ﻓﻲ ﺻﻤﯿﻢ ھﺬا اﻟﻨﻤﻮذج\n ﻣﻦKM\nn\nIt takes place continuously ﻓﺈﻧﮫ ﯾﺄﺧﺬ ﻣﻜﺎن ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ\nn\nIt takes place at all levels of the organization ﻓﺈﻧﮫ ﯾﺄﺧﺬ ﻣﻜﺎن ﻓﻲ ﺟﻤﯿﻊ ﻣﺴﺘﻮﯾﺎت\nاﻟﻤﻨﻈﻤﺔ\nl Individual ﻓرد\nl Groups ﻣﺟﻣوﻋﺎت\nl Company-wide ﺷرﻛﺔ واﺳﻌﺔ\nn\nCan be unexpected ﯾﻣﻛن ان ﯾﻛون ﻏﯾر ﻣﺗوﻗﻊ\nl E.g. home bread-making machine innovation\nl ﻋﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل ﺻﻨﻊ اﻟﺨﺒﺰ ﻓﻲ اﻟﻤﻨﺰل آﻟﺔ اﻻﺑﺘﻜﺎر\n25\nExplicit vs. Tacit Knowledge\nExplicit Knowledge\nTacit Knowledge\nfiles\n80-85\\%\n15-20\\%\nactive\npassive\n26\nNonaka and Takeuchi Model\nTacit\nExplicit\nTacit\nExplicit\n..\n27\nNonaka & Takeuchi – the\nKnowledge Spiral Model\nTacit\nExplicit\nTacit\nSocialization\nBrainstorming\nCoaching\nExplicit\nExternalization\nCapturing\nSharing\nInternalization:\nUnderstanding\nLearning\nCombination:\nSystemizing\nClassifying\n28\nTacit to Tacit Transformation\nw Individual to individual(s) ﻣن ﻓرد ﻻﺧر\nn Apprenticeship ﻓﺗرة اﻟﺗدرﯾب ﻓﻲ اﻟﻣﮭﻧﺔ\nn Mentoring اﻟﺗوﺟﯾﮫ\nn Observation اﻟﻣﻼﺣظﺔ\nn\nShadowing اﻟﺗظﻠﯾل\nn Imitation ﺗﻘﻠﯾد\nn Practice ﻣﻣﺎرﺳﺔ\nn Brainstorming ﻋﺻف ذھﻧﻲ\nn Coaching ﺗدرﯾب\nApprentice may learn from the master, but the knowledge\nremains tacit & is not leveraged across the organization\n29\nTacit to Explicit Transformation ﺿﻤﻨﻲ\nإﻟﻰ اﻟﺘﺤﻮل اﻟﺼﺮﯾﺢ\nw Able to articulate the knowledge, know-how\nw Can be written, videotape, audiotape format\nw Often need intermediary to capture this knowledge – a journalist, a\nworkshop…\nn It now exists in a tangible form\nn It can now be more easily shared with others and leveraged\nthroughout the organization\nw ﻗﺎدرة ﻋﻠﻰ اﻟﺘﻌﺒﯿﺮ ﻋﻦ اﻟﻤﻌﺮﻓﺔ واﻟﺪراﯾﺔ\nw ﺷﻜﻞ ﺗﺴﺠﯿﻞ ﺻﻮﺗﻲ، ﺷﺮﯾﻂ ﻓﯿﺪﯾﻮ،ﯾﻤﻜﻦ أن ﺗﻜﻮن ﻣﻜﺘﻮﺑﺔ\nw ﺻﺤﻔﻲ ورﺷﺔ ﻋﻤﻞ- ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﺤﺘﺎج ﺳﯿﻂ ﻻﻟﺘﻘﺎط ھﺬه اﻟﻤﻌﺮﻓﺔ…\nn\nn\nﻛﺎن ﻣﻮﺟﻮدا اﻵن ﻓﻲ ﺷﻜﻞ ﻣﻠﻤﻮس\n واﻻﺳﺘﺪاﻧﺔ ﻓﻲ ﺟﻤﯿﻊ أﻧﺤﺎء،وﯾﻤﻜﻦ اﻵن أن ﺗﻜﻮن ﻣﺸﺘﺮﻛﺔ ﺑﺴﮭﻮﻟﺔ أﻛﺒﺮ ﻣﻊ اﻵﺧﺮﯾﻦ\nاﻟﻤﻨﻈﻤﺔ\n30\nExplicit to Explicit\nTransformation\nw Can combine discrete pieces of tangible knowledge into a new form\nn E.g. a synthesis in the form of a report, a comparative evaluation, a\nnew database\nn Simply a new combination of existing knowledge – no new\nknowledge is created\nw ﯾﻤﻜﻦ اﻟﺠﻤﻊ ﺑﯿﻦ ﻗﻄﻊ ﻣﻨﻔﺼﻠﺔ ﻣﻦ اﻟﻤﻌﺮﻓﺔ ﻣﻠﻤﻮﺳﺔ ﻓﻲ ﺷﻜﻞ ﺟﺪﯾﺪ\nn ،ﻋﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل ﻧﺘﯿﺠﺔ اﻟﺠﻤﻊ ﺑﯿﻦ اﻟﻄﺮﯾﺤﺔ واﻟﻨﻘﯿﻀﺔ ﻓﻲ ﺷﻜﻞ ﺗﻘﺮﯾﺮ\n ﻗﺎﻋﺪة ﺑﯿﺎﻧﺎت ﺟﺪﯾﺪة،واﻟﺘﻘﯿﯿﻢ اﻟﻤﻘﺎرن\nn ﯾﺘﻢ إﻧﺸﺎء أي ﻣﻌﺮﻓﺔ ﺟﺪﯾﺪة- ﺑﺒﺴﺎطﺔ ﻣﺠﻤﻮﻋﺔ ﺟﺪﯾﺪة ﻣﻦ اﻟﻤﻌﺮﻓﺔ اﻟﻘﺎﺋﻤﺔ\nIt is easiest to convert from the same type of knowledge – tacit\nto tacit and explicit to explicit – harder to change the type\n31\nExplicit to Tacit\nTransformation\nw As new knowledge is shared throughout the organization,\nemployees now begin to internalize it\nn They use it, broaden it, extend it and reframe their own\nexisting tacit knowledge base\nn They learn – they do their jobs differently now\nw ﻛﻤﺎ اﻟﻤﺸﺘﺮﻛﺔ ﻣﻌﺎرف ﺟﺪﯾﺪة ﻓﻲ ﺟﻤﯿﻊ أﻧﺤﺎء اﻟﻤﻨﻈﻤﺔ واﻟﻤﻮظﻔﯿﻦ ﺗﺒﺪأ اﻵن ﻻﺳﺘﯿﻌﺎب ذﻟﻚ\nn\nn\n ﺗﻮﺳﯿﻌﮫ وإﻋﺎدة ﺻﯿﺎﻏﺔ اﻟﺨﺎﺻﺔ ﻗﺎﻋﺪة اﻟﻤﻌﺮﻓﺔ اﻟﻀﻤﻨﯿﺔ اﻟﻘﺎﺋﻤﺔ،ھﻢ اﺳﺘﺨﺪاﻣﮭﻮﺗﻮﺳﯿﻊ ذﻟﻚ\nﻋﻠﻰ\n ﯾﻔﻌﻠﻮن وظﺎﺋﻔﮭﻢ ﺑﺸﻜﻞ ﻣﺨﺘﻠﻒ اﻵن- ﯾﺘﻌﻠﻤﻮن\n32\nThe KM Spiral\nw First we learn something through socialization (e.g. being apprenticed to a\nmaster)\nw Next we translate this into a tangible format that can be more easily\ncommunicated to others (externalization)\nw This knowledge is then standardized using templates, coding rules etc (new\ncombination)\nw Finally, team members enrich their own tacit knowledge bases by adding new\nknowledge and skills (internalization)\nw They then share this new knowledge tacitly (back to socialization and the spiral\ncontinues)\nw )أوﻻ ﻋﻠﯿﻨﺎ أن ﻧﺘﻌﻠﻢ ﺷﯿﺌﺎ ﻣﻦ ﺧﻼل اﻟﺘﻨﺸﺌﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ )ﻋﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل ﯾﺠﺮي درﺑﺖ إﻟﻰ ﺳﯿﺪ\nw )اﻟﺘﺎﻟﻲ ﻧﺘﺮﺟﻢ ذﻟﻚ ﻓﻲ ﺷﻜﻞ ﻣﻠﻤﻮس اﻟﺘﻲ ﯾﻤﻜﻦ ﻧﻘﻠﮭﺎ ﺑﺴﮭﻮﻟﺔ ﻟﻶﺧﺮﯾﻦ )ﺗﺨﺮﯾﺞ\nw واﻟﺘﺮﻣﯿﺰ ﻗﻮاﻋﺪ اﻟﺦ )ﺟﺪﯾﺪة ﻣﺰﯾﺞ،)ﺛﻢ ﯾﺘﻢ ﺗﻮﺣﯿﺪھﺎ ھﺬه اﻟﻤﻌﺮﻓﺔ ﺑﺎﺳﺘﺨﺪام اﻟﻘﻮاﻟﺐ\nw وأﻋﻀﺎء ﻓﺮﯾﻖ إﺛﺮاء ﻗﻮاﻋﺪ اﻟﻤﻌﺮﻓﺔ اﻟﻀﻤﻨﯿﺔ اﻟﺨﺎﺻﺔ ﺑﮭﻢ ﻋﻦ طﺮﯾﻖ إﺿﺎﻓﺔ ﻣﻌﺎرف وﻣﮭﺎرات،وأﺧﯿﺮا\n)ﺟﺪﯾﺪة )اﻻﺳﺘﯿﻌﺎب اﻟﺪاﺧﻠﻲ\nTacit\nw (واﻣﺔto\nﺮ دExplicit\nﺟﺘﻤﺎﻋﯿﺔ وﺗﺴﺘﻤand\nﺸﺌﺔ اﻻExplicit\nاﻟﻌﻮدة إﻟﻰ اﻟﺘﻨto\n) ﻨﯿﺎTacit\nﺠﺪﯾﺪة ﺿﻤare\nﺮﻓﺔ اﻟthe\nﺬه اﻟﻤﻌkey\nﺒﺎدل ھsteps\nوﺑﻌﺪ ذﻟﻚ ﺗ\n33\nFrom Metaphor to Model\nw Externalization (tacit to explicit) and Internalization (explicit to tacit)\nboth require a high degree of personal commitment\nw Involves\nn Mental models\nn Personal beliefs and values\nn Re-inventing yourself as well as the organization\nw Metaphor is a good way of expressing the “inexpressible”\nn Slogans, symbols\nn Fables, stories, allegories\nn analogies\nn Models – final step, no contradictions, consistent, systematic, logical\nn “two ideas in a single phrase”\n34\nﻣﻦ اﺳﺘﻌﺎرة ﻟﻨﻤﻮذج\nﺗﺨﺮﯾﺞ )ﺿﻤﻨﻲ إﻟﻰ ﺻﺮﯾﺢ( واﻟﺘﻄﺒﻊ )اﻟﺼﺮﯾﺢ ﺿﻤﻨﻲ( ﻋﻠﻰ ﺣﺪ ﺳﻮاء ﺗﺘﻄﻠﺐ w\nدرﺟﺔ ﻋﺎﻟﯿﺔ ﻣﻦ اﻻﻟﺘﺰام اﻟﺸﺨﺼﻲ\nﯾﺘﻀﻤﻦ w\nﻧﻤﺎذج ﻋﻘﻠﯿﮫ\nاﻟﻤﻌﺘﻘﺪات واﻟﻘﯿﻢ اﻟﺸﺨﺼﯿﺔ\nإﻋﺎدة اﺧﺘﺮاع ﻧﻔﺴﻚ ﻓﻀﻼ ﻋﻦ ﺗﻨﻈﯿﻢ\nn\nn\nn\nاﻻﺳﺘﻌﺎرة ھﻮ وﺳﯿﻠﺔ ﺟﯿﺪة ﻟﻠﺘﻌﺒﯿﺮ ﻋﻦ ﻣﺘﻌﺬر ﺗﻔﺴﯿﺮه w\nاﻟﺸﻌﺎرات واﻟﺮﻣﻮز\nاﻟﺨﺮاﻓﺎت واﻟﻘﺼﺺ واﻟﺮﻣﻮز\nاﻟﻘﯿﺎس\nﻧﻤﺎذج -اﻟﺨﻄﻮة اﻷﺧﯿﺮة ،ﻻ اﻟﺘﻨﺎﻗﻀﺎت ،ﺑﻤﺎ ﯾﺘﻔﻖ وﻣﻨﮭﺠﯿﺔ وﻣﻨﻄﻘﯿﺔ\n ﻓﻜﺮﺗﯿﻦ ﻓﻲ ﻋﺒﺎرة واﺣﺪة\nn\nn\nn\nn\nn\nFrom Chaos to Concept\nw How to structure metaphors, models and analogies\nin an organizational KM design\nw 1st principle:\nn\nBuilt-in redundancy – make sure there is shared\noverlapping information\nl Easier to articulate\nl Easier to share\nl Easier to internalize\nn\nCan be done with internal competing groups, built-in\nrotational strategy and free access to company\ninformation via single integrated database or k-base\n36\nﻣﻦ اﻟﻔﻮﺿﻰ إﻟﻰ ﻣﻔﮭﻮم\n KMﻛﯿﻔﯿﺔ ﺗﻨﻈﯿﻢ اﻻﺳﺘﻌﺎرات واﻟﻨﻤﺎذج واﻟﻘﯿﺎس ﻓﻲ ﺗﺼﻤﯿﻢ w\nاﻟﺘﻨﻈﯿﻤﻲ\n:ﺷﺎرع اﻟﻤﺒﺪأw 1\nﻣﺪﻣﺞ وﻓﺮة -ﺗﺄﻛﺪ ﻣﻦ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﺘﺪاﺧﻠﺔ ھﻨﺎك اﻟﻤﺸﺘﺮﻛﺔ\nn\nأﺳﮭﻞ ﻟﻠﺘﻌﺒﯿﺮl\nأﺳﮭﻞ ﻟﻠﻤﺸﺎرﻛﺔl\nأﺳﮭﻞ ﻟﻼﺳﺘﯿﻌﺎبl\nﯾﻤﻜﻦ اﻟﻘﯿﺎم ﺑﮫ ﻣﻊ اﻟﻤﺠﻤﻮﻋﺎت اﻟﻤﺘﻨﺎﻓﺴﺔ اﻟﺪاﺧﻠﯿﺔ ،اﻟﺬي ﺑﻨﻲ ﻓﻲ اﺳﺘﺮاﺗﯿﺠﯿﺔ\nاﻟﺘﻨﺎوب وﺣﺮﯾﺔ اﻟﻮﺻﻮل إﻟﻰ اﻟﻤﻌﻠﻮﻣﺎت ﺷﺮﻛﺔ ﻋﺒﺮ ﻗﺎﻋﺪة ﺑﯿﺎﻧﺎت ﻣﺘﻜﺎﻣﻠﺔ\nواﺣﺪة أو ك ﻗﺎﻋﺪة\nn\nFrom Chaos to Concept (con’t)\nw Need to orient ensuring chaos created by the inevitable discrepancies in\nmeaning that occur\nn Provide a conceptual framework that helps them make sense of their\nexperiences\nn Conceptual umbrella for key concepts\nn Domain ontology – categorization of the organization’s knowledge\nbase\nn Standards set by the company re. strategic value of knowledge\nw ﺗﺤﺘﺎج إﻟﻰ ﺗﻮﺟﯿﮫ ﺿﻤﺎن اﻟﻔﻮﺿﻰ اﻟﺘﻲ أوﺟﺪﺗﮭﺎ اﺧﺘﻼﻓﺎت ﻻ ﻣﻔﺮ ﻣﻨﮫ ﻓﻲ اﻟﻤﻌﻨﻰ اﻟﺬي ﺗﺤﺪث\nn ﺗﻮﻓﯿﺮ اﻹطﺎر اﻟﻤﻔﺎھﯿﻤﻲ أن ﯾﺴﺎﻋﺪ ﻋﻠﻰ ﺟﻌﻞ اﻟﺸﻌﻮر ﺗﺠﺎرﺑﮭﻢ\nn ﻣﻈﻠﺔ ﻣﻔﺎھﯿﻤﯿﺔ ﻟﻤﻔﺎھﯿﻢ أﺳﺎﺳﯿﺔ\nn ﺗﺼﻨﯿﻒ ﻗﺎﻋﺪة اﻟﻤﻌﺮﻓﺔ اﻟﻤﻨﻈﻤﺔ- اﻷﻧﻄﻮﻟﻮﺟﯿﺎ ﻧﻄﺎق\nn ﻗﯿﻤﺔ اﺳﺘﺮاﺗﯿﺠﯿﺔ اﻟﻤﻌﺮﻓﺔ.اﻟﻤﻌﺎﯾﯿﺮ اﻟﺘﻲ وﺿﻌﺘﮭﺎ إﻋﺎدة اﻟﺸﺮﻛﺔ\n38\nRecommended Solutions\nTacit\nExplicit\nTacit\nExplicit\nRecommendations\n1.\n2.\n3.\nRecommendations\n1.\n2.\n3.\nRecommendations\n1.\n2.\n3.\nRecommendations\n1.\n2.\n3.\n39\nK. Wiig KM Model\nw For knowledge to be useful and organized it must be organized\nw Organize knowledge differently depending on what knowledge will be\nused for\nw In our minds, we store knowledge as a semantic network with multiple\nlinks\nn We choose the appropriate perspective depending on the cognitive\ntask at hand\nw ﻟﻠﻤﻌﺮﻓﺔ ﻟﺘﻜﻮن ﻣﻔﯿﺪة وﻧﻈﻤﺖ ﯾﺠﺐ ﺗﻨﻈﯿﻤﮫ\nw ﺗﻨﻈﯿﻢ اﻟﻤﻌﺮﻓﺔ ﺑﻄﺮق ﻣﺨﺘﻠﻔﺔ اﻋﺘﻤﺎدا ﻋﻠﻰ ﻣﺎ ﻋﻠﻢ ﺳﯿﺘﻢ اﺳﺘﺨﺪاﻣﮭﺎ ل\nw وﻧﺤﻦ ﺗﺨﺰﯾﻦ اﻟﻤﻌﺮﻓﺔ ﺑﻮﺻﻔﮭﺎ ﺷﺒﻜﺔ دﻻﻟﯿﺔ ﻣﻊ وﺻﻼت ﻣﺘﻌﺪدة،ﻓﻲ أذھﺎﻧﻨﺎ\nn ﻋﻠﯿﻨﺎ أن ﻧﺨﺘﺎر اﻟﻤﻨﻈﻮر اﻟﻤﻨﺎﺳﺐ اﻋﺘﻤﺎدا ﻋﻠﻰ اﻟﻤﮭﻤﺔ اﻟﻤﻌﺮﻓﯿﺔ ﻓﻲ ﻣﺘﻨﺎول\nاﻟﯿﺪ\n40\nSemantic Network Example:\nFour Perspectives on a Car\n41\nCommute\n42\nMaintain\n43\nVacation\n44\nDriving\n45\nK. Wiig KM Model/2\nw Organize knowledge so that it can be accessed and retrieved using\nmultiple paths\nw Useful dimensions to consider:\nn Completeness\nn Connectedness\nn Congruency\nn Perspective and purpose\nw ﺗﻨﻈﯿﻢ اﻟﻤﻌﺮﻓﺔ ﺑﺤﯿﺚ ﯾﻤﻜﻦ اﻟﻮﺻﻮل إﻟﯿﮭﺎ واﺳﺘﺮﺟﺎﻋﮭﺎ ﺑﺎﺳﺘﺨﺪام ﻣﺴﺎرات ﻣﺘﻌﺪدة\nw أﺑﻌﺎد ﻣﻔﯿﺪة ﻟﻠﻨﻈﺮ:\nn\nﻛﻤﺎل\nn\nاﻟﺘﺮاﺑﻂ\nn\nاﻟﺘﻄﺎﺑﻖ\nn\nﻣﻨﻈﻮر واﻟﻐﺮض\n46\nCompleteness\nw How much of the relevant knowledge is available from this source?\nn Human mind\nn Knowledge base\nw We need to know that it is there\nn May be complete in the sense that all that is available about the\nsubject is there but no one knows it is there & therefore cannot make\nuse of it\nw ﻛﻢ ﻣﻦ اﻟﻤﻌﺎرف ذات اﻟﺼﻠﺔ ﻏﯿﺮ ﻣﺘﻮﻓﺮة ﻣﻦ ھﺬا اﻟﻤﺼﺪر؟\nn اﻟﻌﻘﻞ اﻟﺒﺸﺮي\nn ﻗﺎﻋﺪة اﻟﻤﻌﺮﻓﺔ\nw ﻧﺤﻦ ﺑﺤﺎﺟﺔ إﻟﻰ ﻣﻌﺮﻓﺔ أﻧﮫ ﻻ ﯾﻮﺟﺪ\nn\n ﺑﻤﻌﻨﻰ أن ﻛﻞ ﻣﺎ ھﻮ ﻣﺘﺎح ﻋﻦ ھﺬا اﻟﻤﻮﺿﻮع ھﻨﺎك ﻟﻜﻦ ﻻ أﺣﺪ ﯾﻌﺮف أﻧﮫ،ﻗﺪ ﺗﻜﻮن ﻛﺎﻣﻠﺔ\nھﻨﺎك وﺑﺎﻟﺘﺎﻟﻲ ﻻ ﯾﻤﻜﻦ اﻻﺳﺘﻔﺎدة ﻣﻨﮭﺎ\n47\nConnectedness اﻟﺗراﺑط\nw There are well-understood and defined relations between the\ndifferent knowledge sections\nw There are very few knowledge items that are totally\ndisconnected from the others\nw The more connected the knowledge base, the greater its\nvalue\nw وھﻨﺎك أﯾﻀﺎ ﻓﮭﻢ واﻟﻤﻌﺮﻓﺔ ﻋﻼﻗﺎت ﺑﯿﻦ أﻗﺴﺎم اﻟﻤﻌﺮﻓﺔ اﻟﻤﺨﺘﻠﻔﺔ\nw وھﻨﺎك ﻋﺪد ﻗﻠﯿﻞ ﺟﺪا ﻣﻦ اﻟﻌﻨﺎﺻﺮ اﻟﻤﻌﺮﻓﺔ اﻟﺘﻲ ﯾﺘﻢ ﻗﻄﻊ ﺗﻤﺎﻣﺎ ﻋﻦ اﻵﺧﺮﯾﻦ\nw وزﯾﺎدة ﻗﯿﻤﺘﮫ،وﻛﻠﻤﺎ ﺗﻮﺻﯿﻞ ﻗﺎﻋﺪة اﻟﻤﻌﺮﻓﺔ\n48\nCongruency\nw A knowledge base is congruent when all facts, concepts,\nperspectives, values, judgments and associative and\nrelational links between the mental objects are consistent\nn There are no logical inconsistencies, no internal conflicts,\nno misunderstandings\nn Consistency in concept definitions\nn Needs to be constantly ‘fine-tuned’\nw\nﻗﺎﻋﺪة اﻟﻤﻌﺮﻓﺔ ھﻲ ﻣﺘﻄﺎﺑﻘﺔ ﻋﻨﺪ ﻛﻞ اﻟﺤﻘﺎﺋﻖ واﻟﻤﻔﺎھﯿﻢ واﻟﻤﻨﻈﻮرات واﻟﻘﯿﻢ واﻷﺣﻜﺎم واﻟﻨﻘﺎﺑﻲ\nوﺻﻼت اﻟﻌﻼﺋﻘﯿﺔ ﺑﯿﻦ اﻟﻜﺎﺋﻨﺎت اﻟﻌﻘﻠﯿﺔ ھﻲ ﺛﺎﺑﺘﺔ\nn ﻻ ﺳﻮء اﻟﻔﮭﻢ، ﻻ اﻟﺼﺮاﻋﺎت اﻟﺪاﺧﻠﯿﺔ،ﻻ ﺗﻮﺟﺪ ﺗﻨﺎﻗﻀﺎت ﻣﻨﻄﻘﯿﺔ\nn اﻻﺗﺴﺎق ﻓﻲ ﺗﻌﺎرﯾﻒ ﻣﻔﮭﻮم\nn ﯾﺠﺐ أن ﯾﻜﻮن ﺑﺎﺳﺘﻤﺮار ﺻﻘﻞ\n49\nPerspective and Purpose اﻟﻣﻧظور\nو اﻟﻐرض\nw When we ‘know’ something, we often know it from a\nparticular perspective or for a specific use in mind\nw We organize much of our knowledge using perspective and\npurpose\nn Just-in-time knowledge retrieval\nn Just-enough – on-demand basis\nw\n وﻧﺤﻦ ﻏﺎﻟﺒﺎ ﻣﺎ ﯾﻌﺮﻓﻮن ذﻟﻚ ﻣﻦ ﻣﻨﻈﻮر ﻣﻌﯿﻦ أو ل اﺳﺘﺨﺪام ﻣﺤﺪد ﻓﻲ،ﻋﻨﺪﻣﺎ ﻛﻨﺎ ﻣﻌﺮﻓﺔ ﺷﻲء\nاﻻﻋﺘﺒﺎر\nw ﻧﻨﻈﻢ اﻟﻜﺜﯿﺮ ﻣﻦ ﻣﻌﺮﻓﺘﻨﺎ ﺑﺎﺳﺘﺨﺪام ﻣﻨﻈﻮر واﻟﻐﺮض\nn\nﻓﻘﻂ ﻓﻲ وﻗﺖ اﺳﺘﺮﺟﺎع اﻟﻤﻌﺮﻓﺔ\nn\n أﺳﺎس ﺑﻨﺎء ﻋﻠﻰ اﻟﻄﻠﺐ- ﻟﻠﺘﻮ ﯾﻜﻔﻲ\n50\nDegrees of Internalization\n1.\nNOVICE: Ignorant or barely aware:\n2.\nBEGINNER: Know that the knowledge exists:\n3.\n4.\n5.\nNot aware of what the know or how it an be used\nAware of where the knowledge is and where to get it but cannot\nreason with it\nCOMPETENT: Knows about the knowledge:\nCan use and reason with the knowledge, given external knowledge\nbases such as books, people to help\nEXPERT: Knows the knowledge:\nHolds the knowledge in memory, understands where it applies,\nreasons with it without outside help\nMASTER: Internalizes knowledge fully:\nHas deep understanding with full integration into values, judgments,\n& consequences of using that knowledge\n51\nدرﺟﺎت اﻟﺘﻄﺒﻊ\nﻣﺑﺗدئ :ﺟﺎھل أو ﻋﻠم ﺑﺎﻟﻛﺎد :ﻻ ﻋﻠم ﺑﻣﺎ ﻣﻌرﻓﺔ أو ﻛﯾف ﯾﻣﻛن اﺳﺗﺧداﻣﮭﺎ ل\nﻣﺑﺗدئ :أﻋرف أن اﻟﻣﻌرﻓﺔ ﻣوﺟودة :وإدراﻛﺎ ﻣن ﺣﯾث اﻟﻣﻌرﻓﺔ ھﻲ وأﯾن ﯾﻣﻛن اﻟﺣﺻول\nﻋﻠﻰ ذﻟك ،وﻟﻛن ﻻ ﯾﻣﻛن اﻟﺗﻔﻛﯾر ﺑﮫ\nﯾﻣﻛن اﺳﺗﺧدام واﻟﻌﻘل ﺑﺎﻟﻣﻌرﻓﺔ ،ﻧظرا\nﻣﺧﺗص :ﯾﻌرف ﻋن اﻟﻣﻌرﻓﺔ:\nﻗواﻋد اﻟﻣﻌرﻓﺔ اﻟﺧﺎرﺟﯾﺔ ﻣﺛل اﻟﻛﺗب ،واﻟﻧﺎس ﻟﻠﻣﺳﺎﻋدة\nﺧﺑﯾر :ﯾﻌرف اﻟﻣﻌرﻓﺔ :ﯾﺣﻣل اﻟﻣﻌرﻓﺔ ﻓﻲ اﻟذاﻛرة ،وﯾﻔﮭم ﺣﯾث ﯾﻧطﺑق ،أﺳﺑﺎب ﻣﻌﮭﺎ ﺑدون\nﻣﺳﺎﻋدة ﺧﺎرﺟﯾﺔ\nاﻟﻣﻌرﻓﺔ ﺗﻣﺎﻣﺎ :ﻟدﯾﮭﺎ ﻓﮭم ﻋﻣﯾق ﻣﻊ اﻻﻧدﻣﺎج اﻟﻛﺎﻣل ﻓﻲ اﻟﻘﯾم: Internalizes ،رﺋﯾس\nواﻷﺣﻛﺎم ،واﻟﻧﺗﺎﺋﺞ اﻟﻣﺗرﺗﺑﺔ ﻋﻠﻰ اﺳﺗﺧدام ﺗﻠك اﻟﻣﻌرﻓﺔ\n1.\n2.\n3.\n4.\n5.\nHierarchy of Knowledge\nKnowledge\nExplicit\nEmbedded\nCoded, accessible\nCoded, inaccessible\nUn-coded, inaccessible\nPassive Active\nPassive Active\nPassive Active\nLibrary\nbooks,\nmanuals\nProducts Info systems\nTechnols. Services\nIsolated\nfacts,\nrecent\nmemory\nExperts\nKBs\nTacit\nHabits\nSkills\nProced.\nknowledge\n53\nThree Forms of Knowledge\nw Public Knowledge\nn\nExplicit, taught and shared routinely, generally available\nin the public domain\nw Shared Expertise\nn\nProprietary knowledge assets exclusively held by\nknowledge workers and shared in their work or\nembedded in technology, often communicated by\nspecialized languages & representations.\nw Personal Knowledge\nn\nLeast accessible but most complete, tacit knowledge in\npeople’s minds, used non-consciously in work, play and\ndaily life.\n54\nﺛﻼﺛﺔ أﺷﻜﺎل اﻟﻤﻌﺮﻓﺔ\nاﻟﻤﻌﺮﻓﺔ اﻟﻌﺎﻣﺔ w\nﺻﺮﯾﺢ ،ﯾﺪرس وﻣﺸﺘﺮﻛﺔ ﺑﺸﻜﻞ روﺗﯿﻨﻲ ،وھﻲ ﻣﺘﺎﺣﺔ ﺑﺸﻜﻞ ﻋﺎم ﻓﻲ اﻟﻤﺠﺎل\nاﻟﻌﺎم\nn\nاﻟﺨﺒﺮة اﻟﻤﺸﺘﺮﻛﺔ w\nأﺻﻮل اﻟﻤﻌﺮﻓﺔ اﻟﻤﻠﻜﯿﺔ ﺗﻤﻠﻜﮭﺎ ﺑﺎﻟﻜﺎﻣﻞ ﻣﻦ ﻗﺒﻞ اﻟﻌﺎﻣﻠﯿﻦ ﻓﻲ ﻣﺠﺎل اﻟﻤﻌﺮﻓﺔ\nوﺗﻘﺎﺳﻤﮭﺎ ﻓﻲ ﻋﻤﻠﮭﻢ أو ﺟﺰءا ﻻ ﯾﺘﺠﺰأ ﻓﻲ ﻣﺠﺎل اﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ ،وﻏﺎﻟﺒﺎ ﻣﺎ\n.ﺗﺮﺳﻞ ﻣﻦ ﻗﺒﻞ ﻟﻐﺎت اﻟﻤﺘﺨﺼﺼﺔ واﻟﺘﻤﺜﯿﻞ\nn\nﻣﻌﺮﻓﺔ ﺷﺨﺼﯿﺔ w\nاﻷﻗﻞ اﻟﻮﺻﻮل إﻟﯿﮭﺎ وﻟﻜﻦ اﻷﻛﺜﺮ اﻛﺘﻤﺎﻻ ،واﻟﻤﻌﺮﻓﺔ اﻟﻀﻤﻨﯿﺔ ﻓﻲ أذھﺎن\n.اﻟﻨﺎس ،وﺗﺴﺘﺨﺪم ﻏﯿﺮ واﻋﯿﺔ ﻓﻲ اﻟﻌﻤﻞ واﻟﻠﻌﺐ واﻟﺤﯿﺎة اﻟﯿﻮﻣﯿﺔ\nn\nFour Types of Knowledge\nw Factual : Facts, data, causal chains\nw Conceptual : Perspectives, concepts, gestalt e.g. social constructivist\nview of learning\nw Expectational : Judgments, hypotheses, predictions\nw Methodological : Reasoning, strategies, methods, techniques\nw واﻗﻌﻲ\nn ﺣﻘﺎﺋﻖ واﻟﺒﯿﺎﻧﺎت واﻟﺴﻼﺳﻞ اﻟﺴﺒﺒﯿﺔ\nw اﻟﻤﻔﺎھﯿﻤﻲ\nn وﺟﮭﺎت اﻟﻨﻈﺮ واﻟﻤﻔﺎھﯿﻢ واﻟﺠﺸﻄﺎﻟﺖ ﻋﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل ﻋﺮض اﻟﺒﻨﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﻟﻠﺘﻌﻠﻢ\nw Expectational\nn واﻟﺘﻨﺒﺆات،اﻷﺣﻜﺎم واﻟﻔﺮﺿﯿﺎت\nw اﻟﻤﻨﮭﺠﯿﺔ\nn اﻟﻤﻨﻄﻖ واﻻﺳﺘﺮاﺗﯿﺠﯿﺎت واﻷﺳﺎﻟﯿﺐ واﻟﺘﻘﻨﯿﺎت\n56\nWiig’s KM Matrix\nKnowledge Type\nKnowledge Factual\nForm\nConceptual Expectat.\nMethodol.\nPublic\nmeasure\nreading\nstability\nbalance\nWhen supply\n> demand,\nprice drops\nLook for\ntemperatures\noutside norm\nShared\nforecast\nanalysis\nMarket is hot\nA little water\nin the mix is\nok\nCheck for\npast failures\nPersonal\n‘right’\ntexture, color\nCompany\ntrack record\nHunch that\nthe analyst is\nwrong\nWhat is the\nrecent trend?\n57\nBoisot KM Model\nw The more easily data can be structured and converted into\ninformation, the more diffusible it becomes\nw The less data that has been so structured requires a shared\ncontext for its diffusion, the more diffusible it becomes\nw وأﻛﺜﺮ ﻟﻼﻧﺘﺸﺎر ﯾﺼﺒﺢ،اﻟﺒﯿﺎﻧﺎت أﻛﺜﺮ ﺳﮭﻮﻟﺔ ﯾﻤﻜﻦ ھﯿﻜﻠﺔ وﺗﺤﻮﯾﻠﮭﺎ إﻟﻰ ﻣﻌﻠﻮﻣﺎت\nw وأﻛﺜﺮ،وأﻗﻞ اﻟﺒﯿﺎﻧﺎت اﻟﺘﻲ ﺗﻢ ھﯿﻜﻠﺘﮭﺎ ﺑﺤﯿﺚ ﯾﺘﻄﻠﺐ اﻟﺴﯿﺎق ﻣﺸﺘﺮﻛﺔ ﻻﻧﺘﺸﺎرھﺎ\nﻟﻼﻧﺘﺸﺎر ﯾﺼﺒﺢ\n58\nBoisot KM Cycle/2\nexplicit\ncodified\ntacit\nuncodified\nabstract\nconcrete\nundiffused\ndiffused\n59\nComplex Adaptive System KM\nModels\nw Key processes include:\nn Understanding\nn Creating new ideas\nn Solving problems\nn Making decisions\nn Taking actions to achieve desired results\nw وﺗﺸﻤﻞ اﻟﻌﻤﻠﯿﺎت اﻟﺮﺋﯿﺴﯿﺔ:\nn\nﻓﮭﻢ\nn\nﺧﻠﻖ أﻓﻜﺎر ﺟﺪﯾﺪة\nn\nﺣﻞ اﻟﻤﺸﺎﻛﻞ\nn\nاﺗﺨﺎذ اﻟﻘﺮارات\nn\nاﺗﺨﺎذ إﺟﺮاءات ﻟﺘﺤﻘﯿﻖ اﻟﻨﺘﺎﺋﺞ اﻟﻤﺮﺟﻮة\n60\nComplex Adaptive System KM\nModels/2\nw\nBased on 8 emergent properties: ﻣن اﻟﻣﻧﺷﺂت8 واﺳﺗﻧﺎدا إﻟﻰ\nاﻟﻧﺎﺷﺋﺔ:\n1. Organizational intelligence اﻟذﻛﺎء اﻟﺗﻧظﯾﻣﻲ\n2. Shared purpose اﻟﮭدف اﻟﻣﺷﺗرك\n3. Selectivity اﻻﻧﺗﻘﺎﺋﯾﺔ\n4. Optimum complexity اﻟﺗﻌﻘﯾد اﻻﻣﺛل\n5. Permeable boundaries اﻟﺣدود ﻗﺎﺑﻠﺔ ﻟﻼﺧﺗراق\n6. Knowledge centricity اﻟﺗرآﯾز اﻟﻣﻌرﻓﺔ\n7. Flow اﻟﺗدﻓق\n8. Multidimensionality اﻷﺑﻌﺎد اﻟﻣﺗﻌددة\n61\nComplex Adaptive System KM\nModels/3\nOrganizational\nIntelligence\nShared\nPurpose\nMultidimensionality\nFlow\nKnowledge\nCentricity\nOptimum\nComplexity\nFlow\nSelectivity\nPermeable Barriers\ncreativity\ncomplexity\nchange\n62\nEFQM overview\nw How can KM be used to achieve organizational goals?\nn KM is positioned as an organizational enabler\nn KM is used to achieve organizational goals and not KMoriented goals\nl Never a good idea to do KM for KM’s sake!\nw ﻛﯿﻒ ﯾﻤﻜﻦKM اﺳﺘﺨﺪاﻣﮭﺎ ﻟﺘﺤﻘﯿﻖ اﻷھﺪاف اﻟﺘﻨﻈﯿﻤﯿﺔ؟\nn ﯾﺘﻢ وﺿﻊKM ﻛﺄداة ﺗﻤﻜﯿﻨﯿﺔ اﻟﺘﻨﻈﯿﻤﻲ\nn ﯾﺴﺘﺨﺪمKM ﻟﺘﺤﻘﯿﻖ اﻟﺘﻨﻈﯿﻤﯿﺔ اﻷھﺪاف وﻟﯿﺲ اﻷھﺪاف اﻟﻤﻮﺟﮭﺔKMl أﺑﺪا ﻓﻜﺮة ﺟﯿﺪة ﻟﻠﻘﯿﺎمKM ﻣﻦ أﺟﻞKM اﻟﻤﻔﻀﻞ\n63\nEFQM components\nPeople\nLeadership\nPolicy &\nStategy\nPartnerships\n& Resources\nEnablers\nProcesses\nKey\nPerformance\nResults\n(people,\ncustomer,\nsociety)\nResults\n64\nInukshuk model\nw Developed to help Canadian government departments manage\ntheir knowledge better\nn An Inukshuk is used to mark paths by First National people\nn Derived from quantitative research and a review of existing\nmodels\nn Uses the SECI (Nonaka and Takeuchi) model for the process\npiece and emphasizes the role played by people\nw وﺿﻌﺖ ﻟﻤﺴﺎﻋﺪة اﻟﺪواﺋﺮ اﻟﺤﻜﻮﻣﯿﺔ اﻟﻜﻨﺪﯾﺔ إدارة اﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ﻧﺤﻮ أﻓﻀﻞ\nn\n ﯾﺘﻢ اﺳﺘﺨﺪامInukshuk ﻟﻼﺣﺘﻔﺎل ﻣﺴﺎرات اﻟﻨﺎس اﻟﻮطﻨﻲ اﻷول\nn\nاﻟﻤﺴﺘﻤﺪة ﻣﻦ اﻟﺒﺤﻮث اﻟﻜﻤﯿﺔ واﺳﺘﻌﺮاض اﻟﻨﻤﺎذج اﻟﺤﺎﻟﯿﺔ\nn\n ﯾﺴﺘﺨﺪم ﻧﻤﻮذجSECI ( ﻧﻮﻧﺎﻛﺎ وﺗﺎﻛﻮﺷﻲ( ﻟﻌﻤﻠﯿﺔ ﻗﻄﻌﺔ وﺗﺆﻛﺪ ﻋﻠﻰ اﻟﺪور اﻟﺬي ﺗﻘﻮم ﺑﮫ\nاﻟﻨﺎس\n65\nInukshuk components\nMeasurement\nTacit Knowledge\nExplicit Knowledge\nSocialization\nExternalization\nInternalization\nCombination\nCULTURE\nTECHNOLOGY\nLeadership\n66\nRecap: Knowledge\nManagement Models\nw Choo, Weick – – sensemaking of external, knowledge\ncreation, decision making\nw Nonaka and Takeuchi – – internal knowledge spiral –\nknowledge transformations\nw Wiig – knowledge organized as a semantic network for\nmultiple perspectives – typology\nw Boisot – – degree of abstractness of knowledge, extent to\nwhich knowledge has been/can be diffused\nw Beer and Bennet & Bennet – – organization as a viable\nsystem, organizational intelligence, extent to which\norganization is permeable to knowledge flows\nw Inukshuk model:\n67\nﺧﻼﺻﺔ :ﻧﻤﺎذج إدارة اﻟﻤﻌﺮﻓﺔ\nﻣﻦ اﻟﺨﺎرﺟﻲ ،وﺧﻠﻖ اﻟﻤﻌﺮﻓﺔ وﺻﻨﻊ ، Weick – – sensemakingﺗﺸﻮ w\nاﻟﻘﺮار\nﻧﻮﻧﺎﻛﺎ وﺗﺎﻛﻮﺷﻲ – -دواﻣﺔ اﻟﻤﻌﺮﻓﺔ اﻟﺪاﺧﻠﯿﺔ -اﻟﺘﺤﻮﻻت اﻟﻤﻌﺮﻓﺔ اﻟﻮاﻓﯿﺔ w\nوﯾﺞ -اﻟﻤﻌﺮﻓﺔ ﻛﻤﺎ ﻧﻈﻤﺖ ﺷﺒﻜﺔ دﻻﻟﯿﺔ ﻟﻮﺟﮭﺎت ﻧﻈﺮ ﻣﺘﻌﺪدة -ﺗﺼﻨﯿﻒ w\nدرﺟﺔ ﻣﻦ اﻟﺘﺠﺮﯾﺪ ﻣﻦ اﻟﻤﻌﺮﻓﺔ ،وإﻟﻰ أي ﻣﺪى ﺗﻢ /ﯾﻤﻜﻦ ﺗﻨﺘﺸﺮ w Boisot – -\nاﻟﻤﻌﺮﻓﺔ\nاﻟﺒﯿﺮة وﺑﯿﻨﯿﺖ وﺑﯿﻨﯿﺖ – -ﻣﻨﻈﻤﺔ ﻛﻨﻈﺎم ﻗﺎﺑﻠﺔ ﻟﻠﺤﯿﺎة ،واﻟﺬﻛﺎء اﻟﺘﻨﻈﯿﻤﻲ وﻣﺪى w… \nPurchase answer to see full\nattachment
APA paper format
The American Psychological Association (APA) format is a widely used style for writing academic papers in the social sciences. The APA format provides specific guidelines for formatting papers, including margins, font size and type, spacing, and the use of headings. These guidelines ensure that papers written in the APA format are visually consistent and easy to read.
In the APA format, papers are typically double-spaced and written in 12-point Times New Roman font. The margins should be 1 inch on all sides, and the text should be left-aligned. Headings are used to organize the paper into sections, with different levels of headings used to indicate the hierarchy of information.
In-text citations are an essential aspect of the APA format, and they must be included whenever information from an outside source is used in the paper. The reference page is also an important component of an APA paper, as it lists all of the sources used in the paper. The reference page should be formatted according to the APA guidelines, including the use of a hanging indent for each reference and the use of italics for book titles.
It is important to note that the APA format is not just a matter of style, but it is also a way of communicating research findings and ideas. The use of the APA format helps to ensure that the information presented in a paper is clear, concise, and easy to understand.
In conclusion, the APA format is a widely used style for writing academic papers in the social sciences. It provides specific guidelines for formatting papers, including margins, font size and type, spacing, and the use of headings. By following the APA format, students can ensure that their papers are visually consistent, easy to read, and meet academic standards.
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