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Tech Report kmi-97-12 Abstract


Negotiating the Construction and Reconstruction of Organisational Memories
Techreport ID: kmi-97-12
Date: 1997
Author(s): Simon Buckingham Shum
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This paper describes an approach to capturing organisational memory, which serves to ground an analysis of human issues that knowledge management (KM) technologies raise. In the approach presented, teams construct graphical webs of the arguments and documents relating to key issues they are facing. This supports collaborative processes which are central to knowledge work, and provides a group memory of this intellectual investment. This approach emphasises the centrality of negotiation in making interdisciplinary decisions in a changing environment. Discussion in the paper focuses on key human dimensions to KM technologies, including the cognitive and group dynamics set up by an approach, the general problem of preserving contextual cues, and the political dimensions to formalising knowledge processes and products. These analyses strongly motivate the adoption of participatory design processes for KM systems.

Publication(s):

Journal of Universal Computer Science (Special Issue on IT for Knowledge Management), 3 (8), 1997, Springer-Verlag. (To be reprinted in: Borghoff, U.M. and Pareschi, R., (Eds.), Information Technology for Knowledge Management. Springer-Verlag, 1998)
 
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Knowledge Management is...


Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.