LL7: Knowledge Management Process : The SECI Knowledge Conversion

LL7: Knowledge Management Process : The SECI Knowledge Conversion

Knowledge Age worker-citizens need to be able to locate, assess, and represent new information quickly. They need to be able to communicate this to others, and to be able to work productively in collaborations with others. They need to be adaptable, creative and innovative, and to be able to understand things at a ‘systems’ or big picture’ level. Most importantly, they need to be to think and learn for themselves, sometimes with the help of external authorities and/or systems of rules, but, more often, without this help.

Most companies haves similarities like Listening to Customers, Involving Users in Decision Making, knowing the importance of customers, Products and services innovation and Exemplifying Knowledge Management.

Tacit knowledge is knowledge based on experience and observation. There wasn't some law or procedure handed down from on high. It's just the way that things are done. It's something that is immensely powerful because it's relevant. It can be directly applied to the activities that will need to be done in the future.

Explicit knowledge is academic knowledge or ‘‘know-what’’ which is defined in formal language, print or electronic media, frequently determined by established work processes. In other words, explicit knowledge means articulated, codified, and saved in certain media. It can be quickly transferred to others.

Both Tacit and Explicit knowledge is important.

Knowledge transfer focuses on the process through which knowledge is transferred to people and organizations which can gain from it. In other words, knowledge transfer is the systematic duplication of the expertise, wisdom, and tacit knowledge of experts into the mind and hands of their colleagues. Knowledge transfer has long been a challenge for businesses. Knowledge transfer is only useful if it is included in a set of policies for knowledge generation and capture.

In education setting,  ‘know what’ and ‘know how’ kinds of knowledge have only a short shelf life, it is no longer viable to ask schools to ‘fill up’ students with all the knowledge they need beyond school. Nor is it viable to teach students any particular ‘one best way’ of knowing – or doing – things. Instead they need to teach students how to work out for themselves what to do.

Today’s schools are organized to produce Industrial Age worker-citizens. If schools are to prepare young people for successful lives in the 21st century, they need to do things differently. 21st century schools need to develop different skills and dispositions from those that were required in the 20th century.

Forward-looking HR executives and chief learning officers know that their job is not only about facilitating the delivery of operational knowledge to their organization’s employees, consultants, and suppliers. They also realize that they can increase the overall operational efficiency and performance of their organization by identifying and leveraging the paid-for knowledge that has been neglected or lost within their organization.