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Tech Report kmi-99-09 Abstract


Oracles, Bards, and Village Gossips, or, Social Roles and Meta Knowledge Management
Techreport ID: kmi-99-09
Date: 1999
Author(s): Simon Masterton and Stuart Watt
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Knowledge management systems are used widely in many different organisations, yet there are few models and theories which can be used to help introduce and apply them successfully. In this paper, we analyse some of the more common problems for knowledge management systems. Using this background, we adapt models and theories from social and organisational psychology and computer supported collaborative work, and discuss a variety of different knowledge management systems in these contexts. We argue that knowledge management systems routinely adopt different social roles within an organisation, and that these social roles can have a major influence on a system's acceptability. With these principles in mind, we draw out some general practical lessons, and a 'character space' framework, which can help to inform the design of future knowledge management systems, so as to minimise the problems of acceptability within a given organisation.
 
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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.