Knowledge Management Series

1. CHAPTER 3
Kimiz Dalkir
2005
KNOWLEDGE
MANAGEMENT
MODELS

2. BASIC PARADIGMS
 Knowledge is subjective, complex, and dynamic
 It need a holistic KM approach
 Need a measurement tools to assess the implementation
progress
 Knowledge should drive innovation on product, service, &
systems
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3. BASIC PARADIGMS
DATA
INFORMATION
KNOWLEDGE
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4. BASIC PARADIGMS
3 types of content to managed ;
 Combination of experience, value, contextual information, &
expert point of view, as an evaluation foundation to produce
new experience and information - knowledge
 Message in the form of document and audio visual information
 A collection of objectives fact on an event - data
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5. BASIC PARADIGMS
 Davenport & Prusak, 1998  knowledge creation take
place between & within human
 Nonaka & Takeuchi, 1995  knowledge is a dynamic
human process of justifying personal belief toward the truth
 Polanyi, 1966  tacit is a personal way of knowledge
construction, affected by emotions
 80/20 rules (80% tacit & 20% explicit)
 Most of our knowledge reside in the mind of the knowers
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6. BASIC PARADIGMS
EXPLICIT Knowledge
 Codified (arrange in a systematic code)
 Formally expressed
 Easy to be acquired, shared, stored, distributed
 Book, audio video, graph, images, database
 Stated using words and algorithm (set of rules to follow)
 Contain a little/small knowledge
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7. BASIC PARADIGMS
TACIT Knowledge
 Difficult to understand
 Difficult to communicate
 Difficult to translate or abstract
 Personally
 Root of all knowledge
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8. BASIC PARADIGMS
TACIT
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EXPLICIT
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TACIT
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9. KM MODELS
 KM Models are the approaches which used by the
organisation to collect, store, analyze, and use knowledge
to build the advantages over their competitors.
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10. KM MODELS
Choo – Sense making model (1998)
Von Krogh & Roos – Organizational Epistemology model (1995)
• Epistemology  investigation of what distinguish justified belief from opinion
Nonaka & Takeuchi - Knowledge spiral model (1995)
Wiig – Build & Use Knowledge (1993)
Boisot – I-Space model (1998)
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11. KM MODELS – The Reason
Represent a holistic approach to knowledge management (comprehensive
and take into consideration people, process, organization, & technology
dimensions).
Reviewed, critiqued, and discussed extensively in the KM literature, by
practitioners, academics, and researchers.
Implemented and field tested with respect to reliability & validity
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12. Von KROGH & ROOS
 Model of Organizational Epistemology
 Membedakan antara pengetahuan individu dan sosial
 odel yang mempelajari pengetahuan dari asal, dasar, sifat
& jenis pengetahuan
 No knowledge without knower
 Ada hubungan antara objek pengetahuan dengan orang
yang memiliki pengetahuan (experts, experience user)
 Cognitive perspective indicate that a cognitive system
(human brain or computer) creates representation (model)
of reality, & learning occurs when it manipulated
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13. Van KROGH & ROOS
 The cognitive epistemology approach




View organizational knowledge as self-organizing system
Human transparent from outside information
The brain is a machine based on logic and deduction
Organization pick up or search information from environment
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14. Van KROGH & ROOS
 The connectionist approach
 Knowledge is wholeness (brain is not sequentially process)
 Information generated from environment & internally (thru
familiarity/practice)
 Knowledge reside in the mind of individual & in the connection
between the individuals
 Unbreakable bond between knowledge & those who absorb &
make use of them
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15. Van KROGH & ROOS
Factor that prevent the successful KM ; (p.51)
 Mind-set of individual
 Communication in organization
 Organizational structure
 Relationship between member
 Management of human resources (knowers)
Knowledge Enabling
 Organization activities that positively acknowledge the
knowledge creation
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16. Van KROGH & ROOS
 The Illustration
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17. NONAKA & TAKEUCHI
 Knowledge Spiral Model
 Knowledge forms, sharing, diffusion of knowledge needed
to create or produce innovation
 Study of japanese company key success in innovation base
on tacit approach
 One-ness of humanity, nature, mind, body, self, other
 Individual involvement with object thru self-involvement &
commitment to create knowledge
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18. NONAKA & TAKEUCHI
Knowledge creation process
 Begin with individual, personnal, & private knowledge
(researcher, manager, worker)
 Translate into valuable, public, organizational knowledge
 Continuously and occurs at all level in organization
 In many cases, happen in unexpected & unplanned way
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19. NONAKA & TAKEUCHI
The creation of knowledge consist of social process
between individual in which knowledge transformation
is not simply unidirectional, but interactive & spiral
Tacit, complex knowledge, developed and internalized
by the knower over a long period of time,
• Almost impossible to reproduce in a document or a database.
• Terdiri dari rangkuman, paduan, dan koleksi pengetahuan yang
melekat pada diri individu (Davenport & Prusack, 1998)
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20. NONAKA & TAKEUCHI
Tacit  tacit ;
process of
socialization
Explicit 
Tacit ;
internalization
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Tacit 
Explicit ;
externalization
Explicit 
Explicit ;
combination
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21. NONAKA & TAKEUCHI
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22. NONAKA & TAKEUCHI
Socialization
 Sharing knowledge thru social interaction
 Discussion, exchange of thought, mentoring
 Informal way (in a coffee shop, paking lot)
 Rarely capture or written formally (remain tacit)
 Easy & effective but limited way to create & share
knowledge
 Example ; knowledge day, brainstorming activitiy
READ THE EXAMPLE IN THE TEXTBOOK – PAGES 54
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23. Externalization
 Convert tacit to explicit (visible form of tacit)
 Need an intermediary to transform knowledge
 Taped, recorded, written, drawn, made tangible
 Need someone (something) that can interprete, extract, synthesize
the idea into a concrete way (format, length, detail)
 Once the knowledge materialize, the scope increased
 Tangible
 Wider audience can use, understand, & apply it
 Easily share & leveraged
 Example ; journalist
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READ THE EXAMPLE IN THE TEXTBOOK –
PAGES 55
NONAKA & TAKEUCHI
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24. NONAKA & TAKEUCHI
Combination
 Combine pieces of explicit knowlegde into new form
 Trend analysis, executive summary, review, new database
 No new knowledge, just combining, complement
 Concept are sorted & systematized
 Example : preparing lecture material
READ THE EXAMPLE IN THE TEXTBOOK – PAGES 55
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25. NONAKA & TAKEUCHI
Internalization
 Diffusing & embedding newly acquired behaviour
 Learning by doing
 Convert or integrate shared or individual experiences into
other individual mental model
 Broaden, extend, reframe within their tacit base
 Understand & learn from experiences, best practise
 People, then do the job differently
 Example : pool of customer complain & how to handling it
READ THE EXAMPLE IN THE TEXTBOOK – PAGES 56
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26. NONAKA & TAKEUCHI
Knowledge Spiral
 Knowledge creation is a dynamic & continous interaction
between tacit & explicit
 Show how organization articulate, organize, & systematize
individual tacit knowledge
 Continuous activity of knowledge flow, sharing, &
conversion by individual, community, & organization
 Using metaphore, model, & analogy in converting tacit 
explicit  tacit
its strengths is in its simplicity—both in terms of understanding the basic tenets of the model and in terms of
being able to quickly internalize and apply the KM model
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27. NONAKA & TAKEUCHI
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28. NONAKA & TAKEUCHI
Enabling
condition for
organizational
knowledge
creation
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• Intention: an organization‘s aspiration to its goals
• Autonomy: individuals act autonomously and involved in
cross-functional self-organized teams.
• Fluctuation & Creative Chaos: condition that stimulates
the interaction between the organization & the external
environment
• Redundancy: existence of information that goes beyond
the immediate operational requirements of organizational
members;
• Requisite Variety: internal diversity to match the variety
and complexity of the environment, and to provide
everyone in the organization with the fastest access to
the broadest variety of necessary information
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29. CHOO MODEL
 Sense Making Model
 Stress on the importance of sense–making, knowledge
creation, & decision making
 Focus on how information elements are selected and
subsequently fed into organizational actions
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30. CHOO MODEL
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31. CHOO MODEL
Sense Making
 Identify priorities & filter the information
 Construct interpretations by exchange & negotiate
information (within oneself)
 Combine with previous experience
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32. CHOO MODEL
 Sense making consist of 4 integrated process (Weick, 2001)
Ecological change (environtment)
Enactment (construct, rearrange, clarify, single out)
Selection (interpret & rationale changes)
Retention (provide the organization with new experiences)
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33. CHOO MODEL
 Knowledge creating
Viewed as the transformation of personal knowledge between
individuals through dialogue, discourse, sharing, & storytelling.
Directed by a knowledge vision of ―as is‖ (current situation) & ―to
be‖ (future, desired state).
Widens the spectrum of potential choices in decision making by
providing new knowledge & new competencies.
Feeds the decision-making process with innovative strategies that
extend the organization‘s capability to make informed, rational
decisions.
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34. CHOO MODEL
 Decision making
Situated in rational decision-making models that are used to
identify and evaluate alternatives by processing the information
and knowledge collected to date.
Bounded rationality  characterized by individual use of limited
information analysis, evaluation and processing, shortcuts and
rules of thumb (sometimes called heuristics), and ―satisficing‖
behavior, which means it may not be fully optimized but it is good
enough.
The strength of Choo KM model is the holistic treatment of key KM cycle processes extending to
organizational decision making, which is often lacking in other theoretical KM approaches. This makes the
Choo model one of the more ―realistic‖ or feasible models of KM, for the model represents organizational
actions with ―high fidelity
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35. AUDIENCE PARTICIPATION
 Think for a while
 Pick one of many important experiences in Ur life which
require your decision making skills
 What did you do
 How did you think it over
 What is the reason for Ur decision
 How that decision affect Ur life afterward
 Is it the right or wrong decision?
 What you learned from the situation
 Do U think it‘s worth to share as an valuable experience
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36. WIIG MODEL
 In order to be useful & valuable, knowledge must be
organized, depending on what will the knowledge use for
 Dimensions in Wiig model
 Completeness - knowledge sources relevance & existance
 Connectedness – relations between different knowledge object
 Congruency – consistency between knowledge object (no
inconsistency, no misunderstanding), facts, concepts,
perspectives, values, judgments
 Perspective & purpose – know something using dual dimension
(purpose & perspective) to organize knowledge
 Using semantic network to represent different perspective
of the same knowledge content
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37. WIIG MODEL
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38. WIIG MODEL
 Three level of knowledge
 Public – explicit (book, cd, public information)
 Shared expertise – held by knower & share at work
 Personal – tacit, most complete from, unconciously use in daily
life
 Four types of knowledge




Factual – data, measurement
Conceptual – concept & perspective
Expectational – hypothesis, judgement
Methodological - reasoning, strategies, dec. making
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39. WIIG MODEL
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40. WIIG MODEL
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41. WIIG MODEL
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42. BOISOT I-SPACE MODEL
 Information Space Model
 Knowledge concept of an ‗information good‘
 What an observer extract from data, based on their expectation
or prior knowledge
 Effective knowledge sharing require sender & receiver to
share context & coding scheme
 Propose 2 key points
More easily data can be structured & converted into information,
more diffusible
Less data that has been so structured requires a shared context
for its diffusion, the more diffusible it becomes
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43. BOISOT I-SPACE MODEL
I-Space Model
 Data is structured & understood thru codification &
abstraction
 Codification 




Arrange into a systematic code
Creation of content categories
More categories, less abstract
Needs a shared context for its interpretation & implies face-toface interaction and spatial proximity (socialization)
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44. BOISOT I-SPACE MODEL
I-Space Model
 Visualized in 3 dimensions
 Codified – uncodified
• Link to categorization & classification
 Abstract – concrete
• Link to knowledge creation thru analysis & understanding
 Diffused – undiffused
• Link to information access & transfer
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46. BOISOT I-SPACE MODEL
Social Learning Cycle
 Scanning
 Problem solving
 Abstraction
 Diffusion
 Absorption
 Impacting
Jelaskan pengertian dari masing2 siklus pembelajaran sosial
tersebut.
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47. COMPLEX ADAPTIVE SYSTEM
 Viable System Model
 View the organization as an intelligence complex adaptive
system
 A system which can adapt intelligently
 Consist of many independent agents that interact with one
another
 Their combined behaviour gives rises to complex adaptive
phenomena
 Self-organize, no overall authority that direct how the
independent agent act
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48. COMPLEX ADAPTIVE SYSTEM
 Organization that
 Composed of a large number of self-organizing component,
 Seeks to maximize its own specific goals
 Operate according to the rule & contect of relationships with other
component & external world
 Take from environment, transform it into higher value outputs
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49. COMPLEX ADAPTIVE SYSTEM
 Key process in ICAS model





Understanding
Creating new ideas
Solving problems
Making decisions
Take action to achieve desired results
 Emphasize on individual knowledge worker with their
competency, capacity, & learning
 Leverage thru multiple networks
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50. COMPLEX ADAPTIVE SYSTEM
8 emergent characteristic
1. Organizational intelligent
2. Shared purpose
3. Selectivity
4. Optimum complexity
5. Permeable boundaries
6. Knowledge centricity
7. Flow
8. Multidimensionality
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51. COMPLEX ADAPTIVE SYSTEM
The emergent characteristic
 Result of nonlinear interactions, synergitic interaction, &
self-organizing system
 Serve to endow the organizations with internal capability to
deal with the future unanticipated environment yet to be
encountered
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53. CONCLUSION
 KM encompass data, information, & knowledge (tacit &
explicit)
 Model Krogh & Roos used organizational epistemology
approach & emphasize that knowledge resides in the mind
of individual and in relation with others
 Nonaka & Takeuchi focus on knowledge spiral that explain
the transformation of tacit into explicit, then back again to
tacit as the basis of innovation & learning
 Choo & Weick‘s sense making approach focus on how
information element fed into organization thru sense
making, knowledge creating, & decision making
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54. CONCLUSION
 Wiig model based on principle in order to be useful &
valuable, knowledge must organize thru semantic network,
that is connected, congruent, & complete, and that has
perspective & purpose
 ICAS view organization as a living entity concern with
independent existence & survival
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55. SUMBER INFORMASI
 http://www.eknowledgecenter.com/articles/1010/1010.htm
 http://www.ahg.com/absolutely%20knowledge%20management%20s
ystem.htm
 http://www.prescientdigital.com/articles/content-management/contentmanagement-in-a-knowledge-management-context/
 http://www.lc-stars.com/knowledge.html
 http://peterpaulperez.wordpress.com/2011/04/18/knowledgemanagement-in-the-call-center-industry/
 http://www.ugc.edu.hk/tlqpr01/site/abstracts/098_hui.htm
 http://www.ilo.org/public/english/employment/mifacility/activities/knowl
edge.htm
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56.  http://www.hcklab.org/research/knowledgemanagement/tacit-explicitknowledge.htm
 http://www.cognitivedesignsolutions.com/KM/ExplicitTacit.htm
 http://serbaserbikm.blogspot.com/2010/07/2-macam-tipe-knowledgeyaitu.html
 http://www.systems-thinking.org/kmbh/kmbh.htm
 http://www.kmnetwork.com/WhatIsKM.html
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57. DRESSED 4 SUCCESS
 Conduct a brief review after every class.
 Complete the assigment on time.
 Prepare and conduct the presentation seriously
 Pay full attention about what the class discussed
 Make notes to help understand the lecture.
 Read & understand the main references/books
 Look for the other lecture materials from other class
 Keep 100% attendance
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