Literature Review in Knowledge Management
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Assignment five
Introduction
This section of the paper is an updated outline of the literature review based on several literatures searches on knowledge management that am currently undertaking. It is a short summary of the materials found in my references on how they can be used in the literature section of my proposal on knowledge management, which is aimed at finding the actual meaning to the term “knowledge” and then further the research in finding a better model for knowledge management. This would enable sharing of knowledge in organizations for better economic growth (Mphidi & Snyman, 2004).
The modern economy is heavily dependent on how much organizations are going to make use of knowledge at every level of production of goods and services. This objective can only be achieved by first understanding the existing knowledge and going beyond to add value to it by developing knowledge management tools that will enable sharing of that knowledge. This is what entails knowledge management, which is the topic of study in this research (Mphidi & Snyman, 2004).
Documented literature on knowledge management indicates that the term knowledge has been discussed at length in the society with little or no understanding of the term (Akbari, Moghimnejad & Mohsen, 2014).
Data, knowledge and information technology
In most cases, organizations interpret the terms data, knowledge and information technology to have the same meaning. This has been a main drawback where many organizations with the misunderstanding have invested many resources initiating technology that does not realize the objective of the technology. The information gathered from literature on knowledge management is evidence that the terms knowledge, data, and information technology have different meaning (McInerney, 2002).
There are two forms of knowledge namely tacit knowledge and explicit knowledge. Tacit knowledge is developed from experiences combined with personal values and opinions. It is not documented for use as public knowledge. Explicit knowledge on the other hand is achieved through laid down rules and is documented as public knowledge. This knowledge is stored in books and journals for future reference for any individual who would like to use it (Brandt, 2009).
Tacit and explicit knowledge have a close relationship in that, tacit knowledge can help in acquiring explicit knowledge and explicit knowledge facilitates acquisition of tacit knowledge. However, each of these two forms of knowledge cannot be used independently to create the other. One must incorporate an action. Finally, enhancing acquisition of knowledge does not imply converting tacit knowledge to explicit knowledge and vice versa as it is impossible to turn any of these classes of knowledge into the other (Ilvonen, 2010).
Data refers to gathered facts in form of objects and events, which cannot be put in any meaningful use because it has not been interpreted. However, when the objective facts are interpreted into meaningful form then data becomes information. Knowledge management goes beyond understanding the meaning of the three terms to explain the best models of sharing knowledge, which encompasses knowledge management. For instance, the use of theory of knowledge in epistemology defines facts as truth, which therefore means that since data is a fact and a fact means knowledge, then data is in itself information. This understanding is shallow and requires review (Akbari, Moghimnejad & Mohsen, 2014).
Why further research is needed
Knowledge management experts refer explicit knowledge as an artifact, data or information. This definition of explicit knowledge, by knowledge management experts clearly indicates the gap in the definition of the terms knowledge, data and information technology. Further research is therefore paramount is developing better terms in addition to the current aforementioned three terms (Ilvonen, 2010).
If true meaning of the term knowledge is found and better models of knowledge management developed, organizations will realize faster economic growth by integration of knowledge management in strategic planning and daily tasks (Brandt, 2009).
Role of knowledge management using information and communication technology
Knowledge management technologies have been developed in the last one decade in institutions of higher learning, which have created a leeway for knowledge management that is significant in finding solutions to the current challenges in transfer and sharing of knowledge and technologies in education. Many professionals have attempted to improve knowledge management using information and communication technologies (ICT) (Ilvonen, 2010).
Knowledge empowers individuals and communities to generate and renew themselves in facing new challenges and exploit new opportunities. The service sector has grown and the need for immaterial labor has increased. This has elicited the need to change mode of production of knowledge, dissemination and exploitation of knowledge. Knowledge is acquired, dynamic and comprises of smooth flow of specific experiences, opinions, values, and determination of intellectual worth (Brandt, 2009). Many people have realized the significance of organizational knowledge as important asset in creating competitive advantage. Universities, colleges and institutions of higher learning are entrusted in production of knowledge, dissemination and learning and are therefore regarded to be in knowledge business (Ilvonen, 2010).
When organizations engage in knowledge management, the intention is to exploit and develop knowledge assets with an aim of furthering their short and long-term objectives. Therefore, knowledge management is systematic, planned, explicit and deliberate continuous process of developing, disseminating, implementing, recreating, and updating information for realization of organizational objectives. The knowledge to be managed in organizations includes tacit and explicit knowledge. Management of knowledge must comprise of every process linked with identification, sharing and developing on knowledge. These processes require systems to develop and maintain knowledge and facilitate transfer and sharing of knowledge as well as for organizational learning (McInerney, 2002).
Elements of knowledge management
The basic elements of knowledge managements include creation of new ideas, dissemination of the generated ideas and application of the generated knowledge. In order effectively to manage knowledge in education, important elements including organizational culture, modern technological tools and personnel are paramount (Brandt, 2009).
Benefits of knowledge management to leaning institutions
Institutions that embrace knowledge management have a higher ability to retain students and high rates of graduates every academic year. Such institutions are able effectively to determine cost effective use of information technology for more enrolments. Knowledge management skills assist institutions to transform systems that are transaction based to provide information and have competitive advantage. The transformation is important for modern learning institutions, which are offering international education services for students at any time and place (Corner, Rusly, & Sun, 2012).
Knowledge management using ICT
ICT helps in management of information using a wide range of tools to develop, codify and share information across geographical boundaries. Implementation of knowledge management using ICT in higher institutions of learning involves analyzing management information systems that provides data for students’ profile. Such systems include libraries, collection of electronic materials, social networks and email communications. These systems enable researchers and staffs in higher institutions of learning have access to materials for training and increase awareness. Knowledge management techniques in learning institutions when combined with technologies enhance decision-making and shorten time for curriculum development. Academic and administrative services also improve at a faster rate that is cost effective. Use of student portals that are web based provides important services in research, curriculum development and its changes, creation of programs at faculty level and services dealing with career placement. Such education portal will enable learning institutions to share and distribute knowledge through online learning. This enables creation of data warehouse and data mining (Corner, Rusly, & Sun, 2012).
Knowledge management must facilitate conversion of knowledge from accessible documented sources to an organization and finally connecting the employees with that knowledge (Blair, 2002).
Knowledge Converting processes
In knowledge management, knowledge can be converted from individual to a form available to a group. This requires one to identify desirable knowledge for sharing and putting it in a form that can be regenerated and used for future reference (Snyman & Squier, 2004).
Conversion may also involve converting data to knowledge. This starts by discovering knowledge. This involves retrieving knowledge that was previously not known from data to a useful form. Knowledge can also be converted from textual sources such as news articles. This requires use of intelligent agents to help in generation of the knowledge from textual form (Snyman & Squier, 2004).
Knowledge Connecting processes
Connection processes in knowledge management can be from people to knowledge. This requires use of tools in helping people understand information available or providing them with customized services. Knowledge connection also takes place from knowledge to knowledge by appropriately linking documented knowledge through systems to make them more meaningful. One way to link knowledge to knowledge is by use of hypertext. This can be by use of vertical structured model known as Vatican model or through horizontal, flat model referred to as World Wide Web model (Corner, Rusly & Sun, 2012). In any of these models, hypertexts should facilitate linking of customized views as users are interested with different information in different ways. The process requires use of multiple routes for a common destination. Knowledge can also be connected from people to people though use of communication networks where people share information and learn what they know that others do not know. This requires advertising of one’s skills. Technology for intelligent agents is paramount in identification of useful professionals and expertise. Connection of knowledge may also be between knowledge to people. The process of searching for useful knowledge requires effort and time but is always beneficial. People should be left to search for knowledge they need as this can lead them to discovering new information or finding information that had not been used before. The process requires use of technologies that facilitate knowledge reaching the user (Wen, 2014).
Summary
The materials found in the above literature review are useful in the literature review of my doctorate proposal. Technology for filtering information is paramount in developing systems for knowledge management. It is evident that information is the main resource in creating new knowledge. The research is a knowledge intensive task that requires the researcher to have all the relevant information I acquired in the literature review (Snyman & Squier, 2004). The information has given me an extra insight to support me in decision process and further my action in the study. Any action in the study will be informed thus enabling me to create a reliable knowledge management model as well as new knowledge. Use of information filtering technology is paramount in supporting creation of a successful knowledge management system. With use of multidisciplinary approach and use of philosophical disciplines, management theories, change management, organizational management and system engineering will facilitate development of an efficient model for knowledge management in organizations (Rai, 2011).