Learning from one’s experience is crucial for success. If a companylearns to share knowledge in an effective way their mistakes will befewer and could lead to more productive ways of working, largerprofits and increased competitiveness.The purpose of this study has been to investigate formal andinformal knowledge management within a consultant firm’s projectbusiness, as well as investigating how far the various sorts ofknowledge travel through the organisation. The purpose has also beento develop an understanding for what encourages knowledge sharing inan organisation with several national offices distributed over largegeographical areas.This abductive study has been designed as a case-study at aconsultancy firm were the authors have done qualitative research byconducting both formal and informal interviews and observations, aswell as studied the company’s governing documents. The studyattempt to show to what degree the consultants follow their formalknowledge management, like the governing documents and for whatreasons do they follow or not follow their knowledge managementroutines. Factors which seems to promote or inhibit both formal andinformal knowledge sharing for the employees, as well as factors forknowledge sharing between the different regions in Sweden have beenpicked out. By doing so, potential improvements for the organisations“local” knowledge management routines have been defined. The aimhas also been to find ways to improve organisations knowledgefeedback with focus on the knowledge sharing between differentgeographic locations.Our research findings seem to both align with and oppose previousresearch. Often knowledge sharing is not done when a project istoo similar to another project, which is the opposite to previousresearch and that the common notion of “knowledge is power” doesnot seem to be a factor that hinders the knowledge shared in thestudied organisation. It is concluded that the company needs a datalibrary to be able to easily share knowledge across the regions anddevelop both institutional and organisational factors. They also need toclean up their governing documents and operation managementsystem and make sure to have both carrots and sticks when it comesto managing both formal and informal knowledge.

The thesis deals with the issue of the knowledge management and its principles. The introduction of thesis is addressed to theoretical basics of the knowledge management that is followed by the practical part. The theoretical part provides the starting point for the proposal and applications of system for the chosen company. The main aim of the practical part was to form the application for management of projects and the repository of the knowledge of the chosen company. This aim should be followed by increasing of the work efficiency and enhancing of the access to the information. The resulting application will be set up into the company workings.

Despite the volume, growth, and accessibility of documented knowledge – the insights and experiences stored on paper and in electronic form - management research has yet to demonstrate the same usefulness for documented knowledge as that found in knowledge residing in human sources. This dissertation explores two areas of potential for documented knowledge, suggesting the efficacy of a piece of documented knowledge is contingent not only on content, but upon the style and structure associated with that content. Style, how cognitively 'concrete' and affectively 'memorable' documented knowledge is perceived to be, is hypothesized to affect how much attention it draws and, in turn, to impact its transfer to users. Structure, reflecting the level of parsimony and modularity in documented knowledge, is hypothesized to impact attention to and manipulation of knowledge such that it affects knowledge transfer and creation. Hypotheses were tested in two laboratory studies using scientific research as an exemplar of documented knowledge. Results indicated that style was associated with documented knowledge, but was not related to its transfer. Likewise, structuring documented knowledge for greater parsimony and modularity did not improve knowledge transfer or knowledge creation. Shortcomings of the empirical tests are evaluated and possibilities for future improvements are discussed.

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No / This paper presents a discussion based on a literature review and a case study on the suitability of using an intranet as a platform to implement Knowledge Management System (KMS). A description of Knowledge Management (KM) and the current research carried out in this area, with examples of web-based KMS systems currently implemented in organisations, are presented. Further, this paper then describes how knowledge mapping of an organisation's intranet as a form of a KMS can be used to promote the re-utilisation of knowledge, which will contribute to the competitiveness of the organisation. A case study that illustrates and presents evidence of the need and suitability of such a system is provided. The paper ends with a proposal for future research to be carried out in this area.

Considerable research has focused on understanding the journey of knowledge from inception to application. However, this body of work often needs more exploration of how knowledge is effectively utilized for strategic advancement within an organization once it reaches its destination. Moreover, existing research has primarily concentrated on large corporations, neglecting small to medium-sized businesses, particularly those in the nonprofit sector. My dissertation addressed this gap by developing a model that comprehensively examined how employees within nonprofit membership-based organizations leverage knowledge. I defined knowledge leveraging as the proactive use of accumulated knowledge to enhance an organization’s strategic performance through mission-critical activities. I proposed six hypotheses within this model to deepen our understanding of knowledge utilization and its subsequent impact. The findings supported the knowledge leveraging (KL) model, with two distinct scales identified: individual (KL-I) and team (KL-T). The model was only partially substantiated because many hypotheses were not supported. However, the results still suggest promising opportunities for future studies on this emerging topic. / Business Administration/Strategic Management

<p>Nowadays companies have changed the way they do the business and have realized that they must explicitly manage their intellectual resources and capabilities in order to remain competitive. The consequence is a rise in demand for knowledge management professionals. Since knowledge management is an emerging discipline, presently there is no widely accepted competency framework for knowledge management professions available.</p><p>A quantitative content analysis was performed using 89 job advertisements from United Kingdom, Germany, Switzerland, Austria and Ireland in order to identify competencies of knowledge management profession. The results of the study show that most of the job advertisements asked for skills in Knowledge Management Technologies which are important for knowledge management professionals to improve the effectiveness and efficiency of knowledge management processes. The study shows also that knowledge management is more than creation, capturing, sharing and using of knowledge. Moreover it proves that knowledge management does not have a set of clear job titles and that it does not provide clearly bounded set of activities and tasks. Generally much misunderstanding exists about who and what knowledge management professionals are and what kind of skills they have to possess.</p>

The Centre for Management of Innovation and Technology (CMIT) of the International Management Institute (www.imi.edu), New Delhi organized the Second Workshop on "Creation and Dissemination of Knowledge" during 15-17 October, 2008 at the National Institute of Technical Teachers' Training and Research (NITTTR), Chandigarh. The Workshop was organized in association with the Department of Scientific and Industrial Research (DSIR), Ministry of Science and Technology, Government of India. The focus of this Workshop was creation and dissemination of knowledge in the backdrop of India's aspirations to emerge as a knowledge economy and compete with the developed world. To meet this purpose, the Workshop discussed major factors that impinge on the creation and dissemination of knowledge. For pursuing its objectives, the Workshop discussed, among others, trends and prospects of socio-economic and technological growth, role of knowledge in supporting growth, policy statements, and the role of government, research institutes, universities and corporate sector in promoting knowledge creation and dissemination. The Workshop was conducted in an interactive mode through a mix of lectures and discussions. Workshop proceedings contain following background papers: (1) India as a Leading Player in the Global Knowledge Economy (M. K. Khanijo); (2) Trends and Prospects of Socio-economic and Technological Growth and Role of Knowledge in Supporting Growth across Indian States: A Co-integration and Causality Approach (Arindam Banik and Shromon Das); (3) Managing Knowledge Creation and the Knowledge Organization (Parthasarathi Banerjee); (4) Increasing Innovation & Productivity with Knowledge â Integrating Workers in the Organisation Larger System (Y.K. Anand and Manmohan Singh); (5) Human Resource Development and Utilization in R&D Activities (M. K. Khanijo); (6) Knowledge Management Practices and Application in Pharma Company: Case Study (Gunmala Suri); (7) Knowledge Management for Educational Practices and Policy Making in Technical Education (Ganesh Dalvi and K.M. Rastogi); (8) Knowledge Process Outsourcing (KPO) in India - Opportunities, Trends and Skills (D.D. Sharma); (9) Bibliography on Knowledge Management (compiled by M.K. Khanijo); (10) Glossary of Terms in Knowledge Management: Draft Indian Standard (Bureau of Indian Standards).

This submission reports on a cross-disciplinary inquiry into topicality and relevance, involving an in-depth literature analysis and an inductive development of a faceted typology (containing 227 fine-grained topical relevance relationships arrayed in three facets and 33 types of presentation relationships). This inquiry reveals a large variety of topical connections beyond topic matching (the common assumption of topical relevance in the field), renders a closer look into the structure of a topic, and induces a generic topic-oriented information architecture that is meaningful across topics and domain boundaries. The findings from the analysis contribute to the foundation work of information organization, metadata development, intellectual access / information retrieval, and knowledge discovery. The typology of topical relevance relationships is structured with three major facets: * Functional role of a piece of information plays in the overall structure of a topic or an argument; * Mode of reasoning: How information contributes to the userâ s reasoning about a topic; * Semantic relationship: How information connects to a topic semantically. This inquiry demonstrated that topical relevance with its close linkage to thinking and reasoning is central to many disciplines. The multidisciplinary approach allows synthesis and examination from new angles, leading to an integrated scheme of relevance relationships or a system of thinking that informs each individual discipline. The scheme resolving from the synthesis can be used to improve text and image understanding, knowledge organization and retrieval, reasoning, argumentation, and thinking in general, by people and machines.

The technology of knowledge-based systems undoubtedly offers potential for educational modelling, yet its practical impact on today's school classrooms is very limited. To an extent this is because the tools presently used in schools are EMYCIN -type expert system shells. The main argument of this thesis is that these shells make knowledge-based modelling unnecessarily difficult and that tools which exploit knowledge acquisition technologies empower learners to build better models. We describe how such tools can be designed. To evaluate their usability a model-building course was conducted in five secondary schools. During the course pupils built hundreds of models in a common range of domains. Some of the models were built with an EMYCIN -type shell whilst others were built with a variety of knowledge acquisition systems. The knowledge acquisition systems emerged as superior in important respects. We offer some explanations for these results and argue that although problems remain, such as in teacher education, design of classroom practice, and assessment of learning outcomes, it is clear that knowledge acquisition systems offer considerable potential to develop improved forms of educational knowledge-based modelling.