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ATKM 802: Knowledge Management and Learning Behavi
ours

2/2008


A

Critical Review

3
rd


N
ame:

Nipawan Mantalay

Date:

16 Nov 2008


Citation:

Seng, Chan Veng; Zannes Estelle and Pace R. Wayn
e. (2002).
The contributions of
knowledge management to workplace learning.
Journal of

Workplace
Learning.
14

(4),
138
-
147


Knowled
ge is a corpo
rate

asset in organizations. The contributions of knowledge
management to workplace learning play an important part to predict the results, to realize how
and why things function. The goal of an organization’s knowledge management program is t
o
capture and share knowledge. When the knowledge management program is established, the
learning environment is also contributed.
In this paper,
the authors conducted a literature reviews
to address that workplace learning will be increased when knowledge

is managed in an
organization.
And the success of knowledge management depends on phases in a strategy for
implementing knowledge management procedures and p
rocesses. The
main
idea of this paper is

that inviting atmosphere to share knowledge and learning
tend to be more important than the
technological advancement that enhances workplace learning.

According to the journal’s content, knowledge management definitions are firstly defined
and explained. Knowledge management in their sense is “a conscious effor
t to get the right
knowledge to the right people at the right time so that people can share and put in formation into
actions in ways that improve an organizations performance.” In other words, the management of
knowledge is related with how people use inf
ormation to solve problems. However, the
reliability of information and knowledge in knowledge management depends on a person’s
experience with a particular source. To this point, creating a culture of sharing is mainly
influenced on the success of a know
l
edge management program. K
nowledge should be stored in
some memory system in order not to lose it.

The elements of a knowledge management system
includes a clear policy on accessibility of information, an index of what is available in different
organizatio
nal units, the creation of data/information archives, training in records management, a
glossary of terms used in the information, compatible open formats across the organization for
all information, a sharing of cultural change procedures among managers a
t all levels, validated
lists of data needs across the company, resources

and priorities among all segments of the
organization.

It is an advanced idea for

companies
that
set up learning centers where employees can
share information, which later becomes kn
owledge when it is used. Examples are as followed.
Chrysler stores knowledge in series of repositories called engineering books of knowledge,
whose goal is to be an electronic memory. Monsanto knowledge management architecture
project is an effort to codif
y corporate knowledge to allow 30,000 employees to share the
company’s knowledge and information. Hewlett
-

packard has an electronic sales partner project
containing hundred of thousands of document that help their computer systems’ sales force in the
sale
s process.
British petroleum’s virtual teamwork project provides a desktop video
conferencing infrastructure to help people exchange knowledge over distant areas. IBM is the
ATKM 802: Knowledge Management and Learning Behavi
ours

2/2008


pioneer who reuses intellectual capital and software tools in its international an
d national
projects. Xerox’s Eureka system for sharing insights among copier repair technicians is an
example of successful knowledge exchange.

These companies are obvious examples

how
knowledge management program contribute to learning.

The authors propos
ed five basic steps of the management of knowledge. First is to
capture knowledge which involves in solving a particular problem. Then, knowledge will be
stored in a vehicle such as a production system, a data warehouse, or a groupware application.
The thi
rd step is process knowledge that involves sorting, filtering, organizing, analyzing,
comparing and mining the knowledge. In other words, it is simply a way to label knowledge so
that other
s

can find it. The fourth step is to share knowledge. Knowledge can

be disseminated
through information systems or by face to face interactions. It also can be
transferred

in a form of
training program

or placed where people can access to it. The last step is to use knowledge to
solve the problem

of the organization.

I fi
nd these steps similar to the SECI model of knowledge
creation and utilization proposed by Nonaka.
However, u
nlike Nonaka, the authors did not
mention about the development of synthesizing capability which is considered crucial to apply
knowledge managemen
t

successfully like
BA (place or platform
)
.
B
a is a place which provides
freedom for everyone to share. The essence of ba is interaction as team
-
oriented and functions as
three persons: an innovator or an idea generator, coach and an activist

(Nonaka, 2000
)
.

Instead
they
only

identified five phases in a knowledge management program that lead to the effective
workplace learning.


Although the author
s did

not refer how to cultivate climate and culture that support and
stimulate knowledge sharing and learning
to occur, I agree with them that an atmosphere to learn
is more important than technology advancement

in enhanc
ing workplace learning
. The reason is
that
launching a knowledge management based on IT is costly due to software maintenance fees

and it may not

work well among workers if they only generate a short enthusiasm to
participate
in learning
through IT
.

As a result, to continually create learning forums by face to face
interactions
within a company
would call for a
true cooperation and gain an imme
diat
e feedback
to assure the efficiency of workplace learning.



Reference


Nonaka, I., Toyama, R. and Konno, N. (2000).
The knowledge creating company
.


New York: Oxford University Press.