Submitted by Marcia Bacha (marcia.bacha@fgv.br) on 2013-10-09T13:04:34Z No. of bitstreams: 2 bernardo_noronha_v1.pdf: 548527 bytes, checksum: 97432c6f81c0d347435f2924a2ed9313 (MD5) Bernardo_noronha_Entrevistas_v2.pdf: 259829 bytes, checksum: 4f15dd73324bab755c23f5964083c795 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2013-10-09T13:05:03Z (GMT) No. of bitstreams: 2 bernardo_noronha_v1.pdf: 548527 bytes, checksum: 97432c6f81c0d347435f2924a2ed9313 (MD5) Bernardo_noronha_Entrevistas_v2.pdf: 259829 bytes, checksum: 4f15dd73324bab755c23f5964083c795 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2013-10-09T13:05:45Z (GMT) No. of bitstreams: 2 bernardo_noronha_v1.pdf: 548527 bytes, checksum: 97432c6f81c0d347435f2924a2ed9313 (MD5) Bernardo_noronha_Entrevistas_v2.pdf: 259829 bytes, checksum: 4f15dd73324bab755c23f5964083c795 (MD5) / Made available in DSpace on 2013-10-09T13:07:05Z (GMT). No. of bitstreams: 2 bernardo_noronha_v1.pdf: 548527 bytes, checksum: 97432c6f81c0d347435f2924a2ed9313 (MD5) Bernardo_noronha_Entrevistas_v2.pdf: 259829 bytes, checksum: 4f15dd73324bab755c23f5964083c795 (MD5) Previous issue date: 2008 / O conhecimento tem sido estudado há bastante tempo dentro da administração. Entretanto, a partir da década de 1990, com as mudanças nos fundamentos das economias industriais dos recursos naturais para os ativos intelectuais, as empresas passaram a preocupar-se com o conhecimento existente em suas organizações e seu gerenciamento. Um dos aspectos mais relevantes para o gerenciamento do conhecimento é a sua transferência. O conhecimento tácito, por não poder ser estruturado e codificado, é difícil de ser transferido pela organização. O gerenciamento de ativos intangíveis como o conhecimento tácito é percebido como importante capacitação para a competição e como fonte de vantagem competitiva sustentável. O objetivo desse trabalho é identificar, através de um estudo de caso, se os fatores relevantes à transferência do conhecimento tácito estão presentes em uma grande empresa petrolífera brasileira. A presente pesquisa analisa parte relevante da bibliografia acerca da transferência do conhecimento tácito em organizações e coleta evidências para propor um modelo heurístico que possa explicar como ocorre essa transferência de conhecimento tácito, baseado em fatores idiossincráticos e nos fatores organizacionais cultura organizacional, estrutura organizacional e estratégia de gestão do conhecimento. Como resultado, o fator idiossincrático e os fatores estrutura organizacional e estratégia de gestão do conhecimento foram corroborados pelas evidências empíricas, entretanto o fator cultura organizacional não foi identificado. A partir dos resultados alcançados, um novo modelo é proposto. Verifica-se que alguns fatores identificados ajudam a transferência do conhecimento tácito enquanto outros criam barreiras a essa transferência. São sugeridos mecanismos para auxiliar as organizações na transferência do conhecimento tácito. / Knowledge has long been studied in the management field. However, since the shift of the principles of industrial economy from natural resources to intellectual assets in the 1990’s, firms have been concerned about the management of its internal knowledge. The transfer of knowledge is one of the most important issues in knowledge management. Tacit knowledge, that cannot be codified, is more difficult to be transferred through the organization. The management of intangible assets like tacit knowledge is an important source if sustained competitive advantage. The objective of this study is to identify the presence in a major Brazilian oil company of key factors to the tacit knowledge transfer. This research revises relevant part of tacit knowledge transfer literature and gathers evidences to suggest a heuristic model to explaining how tacit knowledge is transferred within the organization, relied on idiosyncratic aspects and organizational aspects like organizational culture, organizational structure and knowledge management strategy. As a result, this work showed that idiosyncratic aspects, organizational structure and knowledge management strategy aspects were corroborated by empirical findings. However, organizational culture aspects were not identified. A new model of tacit knowledge transfer is drawn from the empirical results. Some of aspects identified in the organization studied help the transfer of tacit knowledge while others hamper its flow. Some tools to improve tacit knowledge transfer within organizations are proposed.

Magister Commercii (Information Management) - MCom(IM) / Knowledge Management has been at the heart of mounting focus over the last several years. Research and literature on the area under discussion has grown and organizations have come to realize that success is often determined by one’s ability to create, disseminate, and embody knowledge in products and services. This realization has led to increased interest in examining the ways in which knowledge can be effectively identified, elicited, codified, distributed and retained.When an employee leaves an organization, the knowledge they possess often goes with them. This loss can potentially have a negative impact on the productivity and quality of the organization. Knowledge Management seeks to find ways to minimize loss of knowledge when an employee leaves an organization. One of the impediments that knowledge management seeks to overcome is the accepted tendency in people to hoard knowledge. People often withhold knowledge when they feel it provides them with a competitive advantage over others. The argument of this study was intended to provide the organization with an approach that it can utilize to facilitate tacit knowledge elicitation by means of the storytelling method.In keeping with Grounded theory principles, and utilising an interpretive approach, stories from Subject Matter Experts were collected and re-coded into fitting knowledge management constructs. The coding of the stories into the various knowledge management constructs was then further refined by means of expert review. Pearson’s cross correlation analysis was also used as a supporting tool to determine and validate that the collected stories were classified correctly under the knowledge management constructs. The research findings eventually demonstrated that storytelling is an effective means of eliciting tacit knowledge from experts. In addition to this, the research has inadvertently resulted in the construction of a knowledge management framework for storytelling.

Research shows that organizations rely on intangible value chains to boost their economic development through knowledge being seen as a resource. However, due to the emerging complexity withing various organizational designs and complexity of multi-levels in projects, still very little is known on how knowledge is shared and utilized in a complex and multi-leveled context. The purpose of this thesis is to examine how knowledge is shared and utilized in complex project-based environments and how underlying mechanisms of knowledge can be stimulated to facilitate a knowledge management system. To answer the research question, data was collected through eleven semi-structured interviews and analyzed through grounded theory.    Results show that depending on the organizational environment, different mechanisms are more suited than others. In the industrial organization examined in this case study, a personification strategy is well suited as the organizational tasks are unique in nature. Furthermore, the initiation of knowledge sharing opportunities play an important role in implementing knowledge management. In this context, an institutionalization approach is the desired mechanisms to stimulate. This is due to the size of the organization and the fact that employees are geographically dispersed. It is further amplified by the increased amount of remote-working, especially in the ongoing Covid-19 pandemic which has limited face-to-face interactions. To implement a knowledge management strategy of personification and institutionalization, routines are paramount to its success. Without the implementation of standards and routines governed from the organization and management level, there is a risk of knowledge management initiatives failing due to lack of commitment and participation.

This research investigates the theory of organisational knowledge creation as a viable model in the management of multi-practitioner arts-related practice-led research projects conducted at the North-West University, Potchefstroom Campus. In this regard Transgressions and Boundaries of the Page (2009-2012) (an interdisciplinary exploration of a practice-led research project by means of the artist’s book) is analysed according to the said theory in order to ascertain the compatibility of this theory and the projects outlined. It should be noted that the particular project is not discussed as an example of the application of the theory of organisational knowledge creation. Rather, the purpose of this research is to identify the appearance of salient aspects of the given theory in order to ascertain whether this could be an appropriate management model for future projects of this nature. Accordingly, the goal is to identify such a model that will facilitate and promote creative practice and accredited research within the History of Art, Graphic Design, and Creative Writing disciplines at the North-West Universities Potchefstroom campus. The proposed coupling of the theory of organisational knowledge creation and multi-practitioner arts-related projects by way of practice-led research is underpinned by the fact that both can be situated within the participatory paradigm due to a common conceptualisation of knowledge. This paradigm offers an extended epistemology consisting of practical, experiential, presentational, and propositional knowledge. This paradigm effectively integrates both the tacit and explicit knowledge modalities, which are fundamental to practice-led research and the theory of organisational knowledge creation. A further commonality is the fact that knowledge is considered as an interdisciplinary, subjective and socially constructed phenomenon. In the context of this research, practice-led research involves the self-reflective process, which involves the making, reading and interpretation of creative outputs in the academic milieu. This requires the utilisation of reflective practice to communicate both the tacit and explicit knowledge dimensions. Additionally the participatory paradigm, practice-led research and the theory of organisational knowledge creation advocate a knowledge process that moves through a tacit–explicit knowledge cycle. This knowledge creation cycle in the participatory paradigm and the theory of organisational knowledge creation occur in four levels. In consequence, the Transgressions and Boundaries of the Page project has been managed in four phases. It is against this background that the four knowledge conversion levels of this theory are linked with the extended epistemology of the participatory paradigm to analyse the four phases of the Transgressions and Boundaries of the Page project. The first phase of the Transgressions and Boundaries of the Page project entailed the conceptualisation, planning, and preparation during August 2008 to March 2009. This phase is analysed by means of level one of the theory of organisational knowledge creation (explicit to tacit knowledge conversion) and practical knowledge of the participatory paradigm. The second phase of the project, namely knowledge creation, took place from March 2009 to January 2010. The analysis of this phase is accomplished by means of level two of the theory of organisational knowledge creation (tacit to tacit knowledge conversion) and experiential knowledge of the participatory paradigm. The third phase of the project, namely knowledge presentation and communication, from February 2010 to July 2010 corresponds with, and is analysed by, level three of the theory of organisational knowledge creation (tacit to explicit knowledge conversion) and presentational knowledge of the participatory paradigm. The fourth knowledge formalisation and dissemination phase of the project occurred during July 2010 to December 2011. This phase is analysed by means of level four of the theory of organisational knowledge creation (explicit to explicit knowledge conversion) and propositional knowledge of the participatory paradigm. Consequently, I argued that each phase of the project correlates with the corresponding levels of the theory of organisational knowledge creation, knowledge conversion mechanisms and the knowledge modalities of the participatory paradigms. The four phases of the project and the four levels share common knowledge conversion and creation processes and goals that are attributed to the common conceptualisation of knowledge. Distinct correlations between the knowledge creation goals of the knowledge conversion levels and phases were identified. Therefore, the mechanisms used to achieve knowledge conversion and creation were applicable to the assigned management phases of the project. It was further argued that it is possible to adapt the current management approach to the more structured theory of organisational knowledge creation without negating either the tacit or explicit knowledge modalities. Consequently it is concluded that the theory of organisational knowledge creation, which is a management model normally used in the commercial business context, could be utilised to manage multi-practitioner arts related practice-led research projects more effectively in the academic context. / PhD (History of Art), North-West University, Potchefstroom Campus, 2015

This research investigates the theory of organisational knowledge creation as a viable model in the management of multi-practitioner arts-related practice-led research projects conducted at the North-West University, Potchefstroom Campus. In this regard Transgressions and Boundaries of the Page (2009-2012) (an interdisciplinary exploration of a practice-led research project by means of the artist’s book) is analysed according to the said theory in order to ascertain the compatibility of this theory and the projects outlined. It should be noted that the particular project is not discussed as an example of the application of the theory of organisational knowledge creation. Rather, the purpose of this research is to identify the appearance of salient aspects of the given theory in order to ascertain whether this could be an appropriate management model for future projects of this nature. Accordingly, the goal is to identify such a model that will facilitate and promote creative practice and accredited research within the History of Art, Graphic Design, and Creative Writing disciplines at the North-West Universities Potchefstroom campus. The proposed coupling of the theory of organisational knowledge creation and multi-practitioner arts-related projects by way of practice-led research is underpinned by the fact that both can be situated within the participatory paradigm due to a common conceptualisation of knowledge. This paradigm offers an extended epistemology consisting of practical, experiential, presentational, and propositional knowledge. This paradigm effectively integrates both the tacit and explicit knowledge modalities, which are fundamental to practice-led research and the theory of organisational knowledge creation. A further commonality is the fact that knowledge is considered as an interdisciplinary, subjective and socially constructed phenomenon. In the context of this research, practice-led research involves the self-reflective process, which involves the making, reading and interpretation of creative outputs in the academic milieu. This requires the utilisation of reflective practice to communicate both the tacit and explicit knowledge dimensions. Additionally the participatory paradigm, practice-led research and the theory of organisational knowledge creation advocate a knowledge process that moves through a tacit–explicit knowledge cycle. This knowledge creation cycle in the participatory paradigm and the theory of organisational knowledge creation occur in four levels. In consequence, the Transgressions and Boundaries of the Page project has been managed in four phases. It is against this background that the four knowledge conversion levels of this theory are linked with the extended epistemology of the participatory paradigm to analyse the four phases of the Transgressions and Boundaries of the Page project. The first phase of the Transgressions and Boundaries of the Page project entailed the conceptualisation, planning, and preparation during August 2008 to March 2009. This phase is analysed by means of level one of the theory of organisational knowledge creation (explicit to tacit knowledge conversion) and practical knowledge of the participatory paradigm. The second phase of the project, namely knowledge creation, took place from March 2009 to January 2010. The analysis of this phase is accomplished by means of level two of the theory of organisational knowledge creation (tacit to tacit knowledge conversion) and experiential knowledge of the participatory paradigm. The third phase of the project, namely knowledge presentation and communication, from February 2010 to July 2010 corresponds with, and is analysed by, level three of the theory of organisational knowledge creation (tacit to explicit knowledge conversion) and presentational knowledge of the participatory paradigm. The fourth knowledge formalisation and dissemination phase of the project occurred during July 2010 to December 2011. This phase is analysed by means of level four of the theory of organisational knowledge creation (explicit to explicit knowledge conversion) and propositional knowledge of the participatory paradigm. Consequently, I argued that each phase of the project correlates with the corresponding levels of the theory of organisational knowledge creation, knowledge conversion mechanisms and the knowledge modalities of the participatory paradigms. The four phases of the project and the four levels share common knowledge conversion and creation processes and goals that are attributed to the common conceptualisation of knowledge. Distinct correlations between the knowledge creation goals of the knowledge conversion levels and phases were identified. Therefore, the mechanisms used to achieve knowledge conversion and creation were applicable to the assigned management phases of the project. It was further argued that it is possible to adapt the current management approach to the more structured theory of organisational knowledge creation without negating either the tacit or explicit knowledge modalities. Consequently it is concluded that the theory of organisational knowledge creation, which is a management model normally used in the commercial business context, could be utilised to manage multi-practitioner arts related practice-led research projects more effectively in the academic context. / PhD (History of Art), North-West University, Potchefstroom Campus, 2015

Knowledge Management (KM) and Business Intelligence (BI) are topics, which are receiving much currency in the literature of academia and the general media over the past several years. This thesis explores KM from the perspective of the acquisition of business intelligence inside and outside the organisation. We do this by undertaking an extensive survey of the literature in the field. This thesis provides an overview of the major concepts, approaches, and issues as well as some experiences and trends of KM, covering both organisational and technological aspects. Firstly, chapter 2 discusses various definitions of knowledge and KM as well as related terms like tacit knowledge and intellectual capital, from a philosophical, a technological and a business point of view. Secondly, chapter 3, describes the major components of KM, from a process perspective, a func- tional perspective and a technological perspective. Important processes include the setting of appropriate goals; the creation, discovery, acquisition and capture of knowledge. The chapter also describes the storage of that knowledge in knowledge repositories, the classification, re- trieval, filtering and refinement of knowledge; the transfer and use of that knowledge. Finally, the chapter ends with how organisations may undertake the assessment, conservation and main- tenance of knowledge, and states that groupware, document management systems, intelligent agents, knowledge maps and expertise profiling are examples of technologies used in KM. iii The thesis then looks at the role of asynchronous groupware in enabling and harnessing the benefits of KM. Here, the research discusses how Information Technology (IT), and specifically, synchronous and asynchronous groupware, may be integrated with KM in a drive towards cre- ating BI. Chapter 4 also studies the term `business intelligence', with specific relevance to the identification of business opportunities, and the application of the concepts of intellectual capital (IC). Chapter 5 outlines the research methodology, which includes two surveys on KM awareness and KM practices in order to gauge the level of implementation and application of KM for adding value to organisations. The research methodology also employs a case study to validate the implementation of an aspect of KM collaboration and knowledge sharing. The findings from the surveys give testament to the level of awareness and implementation of KM in best practice organisations. Chapter 7 then presents the approaches to measuring IC, and BI used by firms employing knowledge management practices to maintain their competitive advantage. In chapter 8, the researcher analyses how KM presentations and implementation in organisations may be operationalised. In chapter 9, the research presents the research model, the KM-BI model, which is the seminal objective of this thesis. The KM-BI model uses the confirmatory factor analysis procedure, Proc Calis of SAS Institute, to present a measurement model. In seeking to clarify the argument being made, a model is confirmed and discussed in terms of the transformation process from KM to BI and the subsequent competitive advantage. iv / Business Management / DBL

Thesis (MBA)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: This study concerns itself with two issues, (i) quality concerns about the MBA and (ii) increasing importance of knowledge management, especially tacit knowledge in the business world. The MBA course of study was established as a measure to prepare individuals aspiring to be managers for leadership positions and was originally targeted at the cream of employees. There are several expectations placed on employees when they are sent by their employers to do an MBA. Among these expectations are that employees are expected to tap into the experience of fellow students while on the program, improve their leadership and management skills, get exposure to knowledge on other fields and to acquire practical business solutions. It is said, though, that the MBA study programme is currently not meeting the desired expectations of the business world, which has, hence, led to the devaluation of this programme as a premier business education course. Conversely, knowledge management has gained significant importance in the recent past, owing to the subsequent empowerment of individuals and organisations to then create a competitive advantage over their rivals. In particular, it has been found that the increasing of tacit knowledge is most crucial for success in this regard. Tacit knowledge resides in the minds of individuals and is acquired after many years through both professional and general life experiences. This valuable knowledge, which is hard to capture, is lost whenever experienced employees leave an organisation, for anyone of various reasons, which may include retirement, change of jobs and/or restructuring . Organisations are, therefore, faced with the challenge of capturing tacit knowledge and then creating an environment where this is freely shared with others within that organisation, to reap the reward and beat any rivals. The objective of this study is to shed more light on tacit knowledge sharing within the MBA study programme and reveal how this action will address concerns relating to the quality of MBA training. In this regard, in this research study an attempt will be made to discover ways of harnessing the tacit knowledge found among the students, to then better the quality of the MBA and increase the value of this study programme. The results of this study did indicate that tacit knowledge is shared among the students in the MBA programme and that it is valuable to the students; that industry related knowledge and professional experience, closely followed by general life experiences, are the most valuable kinds of knowledge gained from fellow students. The sharing of such knowledge usually occurs during group/syndicate activities, with one's fellow students providing the greatest source of the knowledge that one gains. Tacit knowledge is shared equally across the different subject groupings in the MBA study programme, despite prior MBA tacit knowledge being most useful in LeadershiplHR and Strategy courses than in any other. The MBA environment is generally supportive of tacit knowledge sharing. However, a minority of students, mostly women, owing to other students' negative attitudes, find the environment intimidating. Students who participate in the MBA programme possess sufficient prior MBA work experience and higher education qualifications, indicating a wealth of tacit knowledge. The results suggest that business schools must continue to target students who are adequately experienced and who possess higher education qualifications as they are the individuals who possess a wealth of tacit knowledge, which proves to be valuable to all concerned . Additionally, after the value of tacit knowledge in the MBA has been recognised , activities that enhance its sharing are encouraged. The breadth of student experience is crucial to tacit knowledge sharing and, as such, calls for the student recruitment process at business schools to be adjusted accordingly. In addition there is need for the undesirable behaviour of certain students to be kept in check, that valuable tacit knowledge sharing is not missed as a result of intimidation. It is worthwhile noting that, through attraction of students with adequate prior work experience, a higher quality tacit knowledge would be tapped, thereby meeting part of the requirements of the business world for a high quality MBA study programme. In Chapter 1 a general presentation of this subject is presented, and the approach and rationale of the study are explained. In Chapters 2 & 3 an overview of literature relevant to the topic of tacit knowledge management, as well as that of MBA training , is presented. In Chapter 4 the methodology and data gathered are discussed. In Chapter 5 the summary and conclusions of this study are presented and suggestions for future research areas are made. / AFRIKAANSE OPSOMMING: Hierdie studie handel oor twee sake, naamlik (i) vrae oor die gehalte van die MBA en (ii) die feit dat kennisbestuur al hoe belangriker word, veral ten opsigte van algemene kennis in die besigheidswereld. Die MBA-studiekursus het tot stand gekom om mense wat bestuurders wil wees voor te berei vir leierskapsposisies. Die kursus was oorspronklik gemik op net die beste werknemers. Daar was verskeie verwagtinge ten opsigte van werknemers wat deur hul werkgewers aangesê is om 'n MBA te loop. Daar was die verwagting dat werknemers tydens die kursus uit die ervaring van hul medestudente sou leer, dat hulle hul leierskaps- en bestuursvaardighede sou verbeter, dat hulle blootstelling aan kundigheid uit ander velde sou kry, en dat hulle praktiese oplossings vir besigheidsprobleme sou vind. Daar word beweer dat die MBA-studieprogram nie tans meer aan die verwagtinge uit die besigheidswerêld valdoen nie, en daartoe lei dat die program nie meer as een van die voorste besigheidsopleidingskursusse beskou word nie. Voorts is kennisbestuur deesdae baie belangriker, aangesien sekere persone onlangs bemagtig is, en maatskappye graag 'n mededingende voordeel oor hul konkurrente wil behou. Die feit dat algemene kennis aan die toeneem is, is veral ook belangrik vir suksesvolle kennisbestuur. Algemene kennis is kundigheid wat mense opdoen na baie jare se besigheids- en algemene lewenservaring. Die kennis is waardevol, maar dit is moeilik om vas te lê, en daarom gaan sulke kennis verlore wanneer ervare werknemers 'n maatskappy verlaat, ongeag of dit vanweë aftrede, bedanking of afdanking is. Maatskappye sukkel dus om algemene kennis te behou. Die uitdaging is om 'n omgewing te skep waarin sulke kennis vryelik met ander mense binne die maatskappy gedeel word. Dit is vir die maatskappy voordelig wanneer algemene kennis gedeel word, want dit gee die maatskappy 'n voorsprong oor sy konkurrente. Die doelwit van hierdie studie is om lig te werp op die manier waarop algemene kennis in die MBA-studieprogram gedeel word en te bepaal in watter mate kennisdeling mense se siening oor die gehalte van MBA-opleiding kan verbeter. Die doel van hierdie navorsingstudie is dus om maniere te vind waarop die algemene kennis wat studente het, te benut op 'n wyse wat die gehalte van die MBA verbeter en die waarde daarvan verhoog. Die uitslag van hierdie studie dui aan dat algemene kennis wel deur studente in die MBA-program met mekaar gedeel word en dat dit vir studente nuttig is, dat veral bedryfsverwante kennis en besigheidservaring, maar ook algemene lewenservaring, die waardevolste soort kennis is wat van medestudente verkry word . Sulke kennis word gewoonlik tydens groeps- of sindikeringsaktiwiteite gedeel, en die meeste kennis wat tydens so 'n sessie verkry word, kom trouens van medestudente. Dieselfde hoeveelheid algemene kennis word in al die MBA-studieprogram se vakgroeperings gedeel, hoewel algemene kennis oor die MBA self in die leierskaps-/mensehulpbron- en strategiekursusse belangriker is as in die ander. Die deling van algemene kennis word deur die MBA-omgewing aangehelp. 'n Klein groep studente, veral vroue, beleef die omgewing egter as intimiderend, as gevolg van ander studente se negatiewe houdings. Aangesien studente wat aan die MBA-program deelneem, voldoende MBA-verwante werkservaring en hoëronderwys-kwalifikasies het, kan 'n mens aanneem dat hulle oor heelwat algemene kennis beskik. Die uitslag dui daarop dat sakeskole steeds op studente moet fokus wat voldoende ervaring het en wat oor hoëronderwys-kwalifikasies beskik, aangesien hulle heelwat algemene kennis het, wat vir alle betrokkenes nuttig is. En wanneer sakeskole eers besef watter waarde algemene kennis vir die MBA het, moedig hulle gewoonlik aktiwiteite aan wat die deling van algemene kennis bevorder. As studente nie aan 'n verskeidenheid ervarings blootgestel word nie, sal die deling van algemene kennis daaronder ly, en dit moet in gedagte gehou word wanneer sakeskole oor die werwing van studente besluit. Die ongewenste gedrag van sekere studente moet ook in toom gehou word sodat intimidasie nie daartoe lei dat algemene kennis nie gedeel word nie. Wanneer sakeskole studente werf wat oor voldoende werkervaring beskik, word daar maar algemene kennis gedeel, en dit laat die program voldoen aan die vereistes wat die sakewereld stel vir 'n MBA-studieprogram van gehalte. In hoofstuk 1 word die onderwerp omskryf, en die redes en veronderstellings van die studie word uiteengesit. Hoofstuk 2 en 3 bevat 'n literatuuroorsig oor kennisbestuur van algemene kennis en oor MBA-opleiding. Hoofstuk 4 is 'n bespreking van die metodologie en data wat in die studie versamel is. Hoofstuk 5 beval 'n opsomming en gevolgtrekking van die studie, en voorstelle word gemaak vir toekomstige navorsing.

Thesis (MBA)--Stellenbosch University, 2012. / The effective transfer and creation of knowledge is a key competitive advantage in the knowledge-based society within which we find ourselves. To create this competitive advantage, organisations have to excel at creating and acquiring new knowledge as well as at sharing and mobilising that knowledge throughout the organisation’s network. The literature review in this report shows that teams will be more successful in creating new business if they are able to create dense networks within teams and collaborate with different internal and external stakeholders. It also shows that unless knowledge is pushed efficiently through the organisation’s network, it will run the risk of succumbing to competitors that rapidly replicate its ideas or, even worse, it be unable to continue innovating. Acsis Limited is a knowledge-intensive investment firm in South Africa. Its advice-based value proposition and partnership-based business model have created a distinct competitive advantage in a highly competitive industry. A result of this competitive advantage has been the creation of a highly tacit knowledge base which has to be leveraged effectively through its internal and external network to continue innovating and growing the business. The Acsis executive committee have expressed a number of concerns related to the availability of the appropriate knowledge to the appropriate functions and individuals in the organisation. They have also expressed a concern around the sharing of knowledge and collaboration of specific functions and groups of management. This research report aims to address the concerns of the executive committee by identifying the key components of a knowledge provision strategy for Acsis. To achieve this objective, the study examines and explains the utilisation and effectiveness of the knowledge sources currently utilised in the provision of knowledge in Acsis. The study also assesses the knowledge flow in the organisation and identifies individuals who are the most prolific knowledge sources in providing knowledge. The report delivers a number of robust findings related to the provision of knowledge in Acsis. These findings are utilised as the basis from which to recommend an overarching strategic objective for knowledge provision in Acsis as well as the required components of a knowledge provision strategy. It is supported by a list of recommended management actions for each component of the strategy. By answering the research question successfully, Acsis is provided with a clear knowledge provision strategy, comprising of seven components and a list of recommended management actions that could be implemented in the organisation. Further to this, the executive committee is made aware of critical knowledge gaps in their organisation as well as key strengths of their current knowledge provision practices. This will enable Acsis to harness their knowledge, and thus their power, effectively to remain ahead of the curve in a highly competitive industry.

Den här kvalitativa studiens syfte var att öka kunskapen om och isåfall hur samspelet mellan medarbetare och ledare kunde utveckla medarbetares tysta kunskap. Studien utgick ifrån frågeställningen hur anställda upplevde att ledare påverkade samt stöttade lärandeprocesser av tyst kunskap. För att uppnå studiens syfte valdes att göra djupgående semistrukturerade intervjuer med fyra anställda i olika yrkesroller från fyra skilda verksamheter. Intervjuerna genomfördes face to face med stöd av en mind map som gav utrymme för följdfrågor för att få fram så reliabla svar som möjligt. Materialet analyserades för att kunna tolka respondenternas beskrivningar som påvisade upplevelser av att ledarna påverkade samt stöttade lärandeprocesserna av tyst kunskap inom fem teman; arbetslagets uppbyggnad, dialog och reflektion, konkreta aktiviteter, yrkesroll och begreppsbildning samt autonomi och utrymme att ta initiativ. Tillsammans bildade de en helhet som gav en bild av hur upplevelsen av stöd och påverkan för lärandeprocessen av tyst kunskap tog plats på deltagarnas arbetsplatser. / This qualitative study’s purpose was to increase the knowledge of and if so how the interaction between employees and managers could develop employees' tacit knowledge. The study was based on the question of how the employees experienced that leaders influenced and supported the learning processes of tacit knowledge. In order to achieve the objectives of the study profund semi-structured interviews were carried out with four employees with different job roles from four different companies. The interviews were conducted face to face with the support of a mind map with room for follow-up questions to obtain as reliable answers as possible. The analysis showed that the participants experienced that the leaders influenced and supported the learning processes of tacit knowledge within the five themes; work team building, dialogue and reflection, concrete activites, work role and concept formation and autonomy and also room to take initiative. Together they formed a whole which created a picture of the experience of support and influence on the learning process of tacit knowledge at their workplaces.

<p>Tjänsteföretag är kunskapsintensiva företag som är beroende av den kunskap som finns inom företaget. Det är vanligt inom dessa företag att basera arbetet på en projektform. Detta innebär att när ett projekt ska bedrivas tillsätts en projektgrupp, bestående av individer som besitter den kunskap som behövs för att slutföra projektet. Projektets karaktär kan vara av varierande slag men i de flesta fall kommer ett skapande av ny kunskap att äga rum samt även någon form av kunskapsöverföring. För att projektets resultat ska bli en allmänt vedertagen modell eller produkt så måste den framtagna kunskapen valideras av beställaren. Därefter är det upp till organisationen att förvalta den framtagna kunskapen. För att kunna identifiera dessa kunskapsprocesser har vi i denna kandidatuppsats undersökt ett specifikt projekt, Alphaprojektet, som har bedrivits inom företaget Gamma AB. Gamma AB är ett tjänsteföretag som är verksamt inom tre affärsområden. Målet med Alphaprojektet var att kunna erbjuda marknaden ett koncept tidigt i kundens arbetsprocess vilket binder samman dessa tre affärsområden. Den process och det problem som denna uppsats beskriver är hur kunskap skapades inom denna projektgrupp samt hur den skapade kunskapen förvaltades av projektets beställare. En av de slutsatser som denna uppsats genererat är att kunskap skapades i Alphaprojektet ge-nom att individer med skilda bakgrunder och olika mentala modeller interagerade. Denna skapade kunskap tog, mer konkret formen av att projektgruppen enades kring att de måste skapa ett gemensamt mål. Detta mål var att de skulle inrikta sig mot ett visst antal kunder och att dessa kunder sedan skulle kunna utnyttjas som referenser för framtida uppdrag samt att Tidiga skeden är komplext och svårt att definiera. Beställaren valde under Alphaprojektets gång att omstrukturera projektet. De bakomliggande orsakerna till detta var enligt beställaren själv att projektet skulle ha tagit för lång tid och på så sätt medfört ökade kostnader och även problem inom den egna organisationen. Enligt vår me-ning berodde omstruktureringen på fler orsaker. Vår slutsats är att organisationen misslycka-des att förvalta den kunskap som gruppen skapade samt att projektets mål, initialt, inte var tillräckligt tydligt definierade.</p>