outils de knowledge management

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Conceptualizing and implementing knowledge management

Chapter 1 Conceptualizing and implementing knowledge management Jay Liebowitz Introduction Knowledge management (KM) in many ways is more of an art than a science (Liebowitz 1999) Knowledge management is the process of creating value from an organization’s intang-ible assets

PDF	Tools for Knowledge and Learning Tools for Knowledge and Learning: A Guide for Development and Humanitarian Organisations Ben Ramalingam

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Tools for Knowledge Management

tools The tools created for knowledge management have been used for compre-hension assimilation and learning of the information by individuals working in the company Then they will be able to transform the data and information into knowledge Knowledge is essential for individuals and groups and people support

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Knowledge ManageMent toolKit

The SDC Knowledge Management Toolkit is a comprehensive guide for practitioners who want to improve their knowledge sharing and learning practices in development cooperation The toolkit covers topics such as knowledge assessment learning processes communities of practice network management and monitoring and evaluation The toolkit also includes case studies checklists and templates to

What are the 5 competencies in a knowledge management toolkit?
The rest of the toolkit uses the five competencies in the form of chapters, as follows: Strategy Development; Management Techniques; Collaboration Mechanisms; Knowledge Sharing and Learning Processes; and Knowledge Capture and Storage.
What are knowledge management tools?
The KM tools constantly analyze the strength and weaknesses of the companies and try to find the best direction to solve them. In this chapter, we have discussed various types of knowledge management tools. All these have an individual influence on business. It emphasizes smooth running of the firms and, finally, accomplishing the objectives.
How do you define knowledge management concepts?
Use a framework and a clear language for knowledge management concepts. Define key knowledge management concepts such as intellectual capital, organizational learning and memory, knowledge taxonomy, and com-munities of practice using concept analysis. Provide an overview of the history of knowledge management and iden-tify key milestones.
What are some good books about knowledge management?
Dordrecht, Netherlands: Kluwer Academic. Spink, A., Wilson, T., Ford, N., Froster, A., and Ellis, D. (2002). Information seeking and mediated searching. Part 1. Theoretical framework and research design. 695–703. Webb, S. P. (1998). Knowledge management: linchpin of change. London: Aslib. Zack, M. (1999). Managing codified knowledge.

Ben Ramalingam

Tools for Knowledge and Learning: A Guide for Development and Humanitarian Organisations Ben Ramalingam cdn.odi.org

July 2006

Ben Ramalingam is a member of the Research and Policy in Development (RAPID) Programme at the Overseas Development Institute (ODI), London. He provides advice and support to a wide range of international development and humanitarian agencies, from United Nations international agencies to local civil society organisations. Email: b.ramalingam@odi.or

Overseas Development Institute 2006

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publishers. cdn.odi.org

Strategy Development

The Five Competencies Framework Knowledge Audits Social Network Analysis Most Significant Change (MSC) Outcome Mapping Scenario Testing and Visioning cdn.odi.org

Foreword

No one should be dying or suffering because knowledge that already exists in one part of the world has not reached other parts. It is up to each of us to take the responsibility to ensure the knowledge flows easily to where it is needed. I recently spent 18 months on a UN project to help develop and apply a systematic approach to the sharing of k

Introduction

‘

1. Background

The idea of capturing, storing and sharing knowledge so as to learn lessons from the past and from elsewhere – overcoming the boundaries posed by time and space – is far from being a new one. In recent years, a growing movement has emphasised the improved application of knowledge and learning as a means to improve development and humanitarian work

The RAPID programme

Knowledge and learning is at the heart of the Research and Policy in Development (RAPID) approach on which ODI has been working for the past five years. RAPID has worked hard to further understanding in this area of work, through efforts to deepen awareness of what works in practice, to explore new and innovative ways to apply this awareness, and t

2. Why is this guide relevant?

RAPID research has shown that knowledge and learning tools, if effectively applied, have the potential to transform the efficiency and effectiveness of development and humanitarian agencies. However, tools and techniques alone are not enough: a number of other factors need consideration. Findings have indicated in particular that where knowledge to

External factors

Partners, donors, other Organisational contexts external agencies; Strategic alignment, networks; national and management behaviours, global factors institutional pressures, funding cycles, historical evolution etc. Relationships and Organisational knowledge collaborations within and Forms and locations; across organisation – via creation, sharing

3. Overview of the tools

Our approach to this toolkit was inspired and has been reinforced by the groundbreaking and highly popular work of Chris Collison and Geoff Parcell in their Learning to Fly series.6 In particular, we have found their Five Competencies Framework very useful in organising and applying tools within knowledge management and organisational learning init

Management techniques

If leadership is the process of working out the right things to do, then management is the process of doing things right. Here are a range of simple approaches, from assessing managerial responses to mistakes, to assessing the forces for and against stated organisational changes, which might prove useful to managers working towards the learning org

Collaboration mechanisms

When working together with others, the whole of our efforts often proves to be less than the sum of the parts. Why? Frequently, there is not enough attention paid to facilitating effective collaborative practices. The tools in this section can be applied to reflect on the workings of teams, and to help strengthen relationships and develop shared th

Strategy Development

What’s the use of running if you are not on the right road? Indian proverb cdn.odi.org

Introduction

In the influential book Learning to Fly, Chris Collison and Geoff Parcell (2001) describe five key organisational ‘competencies’. As already stated, we see these of being of high practical relevance for knowledge management and organisational learning initiatives. The Five Competencies Framework has been promoted widely and is now being used by man

Detailed description of the process

The five competencies framework is an exercise enabling an organisation (or a group of organisations) to work out, in a simple and effective manner, what different elements have to learn, and what they have to share in the realm of organisational learning and knowledge management. Importantly, the framework also provides a common framework and lang

Key points/practical tips

As stated in the introduction, this tool can be used to establish clear entry points and rationale for applying the range of tools contained in the present handbook. It is also a very good tool to support the improved communication and understanding of knowledge and learning strategies. cdn.odi.org

Example: CARE International

As part of a Partnership Programme Agreement (awarded by DFID), CARE International UK was looking to develop four regional knowledge networks, focusing on HIV/AIDS, private sector partnerships (PPPs), international financial institutions (IFIs) and civil society organisations (CSOs). As part of a two-day training course to help with the knowledge

Introduction

Taking a systematic and strategic approach to knowledge and learning can help to integrate the diverse activities of an organisation, and facilitate more productive processes of knowledge sharing and dialogue between internal and external stakeholders. Successful initiatives integrate information technology, human resources and information manageme

Detailed description of the process

Ideally, the strategy development would be in four distinct phases. The first stage would involve in-depth research and analysis of current institutional policies and practices, utilising interviews, workshops and focus groups. Specific questions to be explored would fall into the following categories: cdn.odi.org

Knowledge

What are the core tasks and processes carried out by different groups and divisions within the organisation? What constitutes useful, applicable knowledge for the execution of these tasks and processes? How is this knowledge generated, identified, shared, stored and applied in core operations? How might improved generation, sharing, storing and

Relationships and processes

What existing and planned systems and processes can support the knowledge sharing and learning strategy, and how should they be deployed? What existing and planned organisational initiatives might influence and support the generation, sharing, storing and application of knowledge? What is the nature of key relationships within the organisation? H

Organisational contexts

How can human resources, information technology, information management and other support functions be better integrated to support the knowledge and learning ‘vision’? How might existing institutional structures support the KM strategy? How might leadership and governance support the KM strategy? What are the perceived costs and benefits of im

External factors

How does organisational knowledge and learning translate across the boundaries of the secretariat to include member states, dispute panels and the appellate bodies, other international agencies, civil society, and so on? (Specifically, how does the principle of ‘horizontal coordination’ work in practice and how can it be strengthened?) How might th

Introduction

Social Network Analysis (SNA) is a research technique that focuses on identifying and comparing the relationships within and between individuals, groups and systems in order to model the real-world interactions at the heart of organisational knowledge and learning processes. Whereas an organisation chart shows formal relationships of function and r

Detailed description of the process

The SNA process involves information collection by means of questionnaires and/or interviews. Data targeted are those regarding relationships within a defined group or network of people. Then, using a software tool designed for the purpose, responses are mapped. Analysis of data arising from the responses can go on to offer a baseline. Using this b

Key points/practical tips

The Overseas Development Institute’s Research and Policy in Development (RAPID) programme undertakes research, advisory and public affairs work on the interface between research and policy to promote more evidence-based development policy and practice. Knowledge and learning is at the heart of the RAPID approach. This toolkit is aimed at those work

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