bm 08 organizational_knowledge and learning
DESCRIPTION
first yearTRANSCRIPT
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Organizational
Knowledge
Prof.Dr.Dr.Dr.H.C. Constantin Bratianu
Faculty of Business Administration
Academy of Economic Studies
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Learning Objectives
• Explain the concepts of knowledge economy, and
knowledge worker
• Explain the concepts of tacit knowledge, and
explicit knowledge
• Explain the Western vs. Eastern interpretations of
knowledge
• To define the cognitive knowledge and the emotional
knowledge
• To explain the learning cycle
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My business is
thinking
T.A. Edison
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(1) I know what I don’t know
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New economy
• In the machine age, people were ancillary, and things
were central.
• In the new economy, things are ancillary and
knowledge is central.
• Today, a company’s value derives not from things, but
from knowledge, know-how, intellectual assets,
competencies – all embedded in people.
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Knowledge based processes
• Information and knowledge become more and more
important in any economy, as intangible resources
• Today, more than 50% of the gross domestic product
(GDP) in developed economies is knowledge based
• In U.S.A. intellectual and information processes (i.e.
software, communications, education, medical care etc.)
provide 76% of all U.S.A. GDP
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Market value
Company Market value
($ billions)
Book value
($ billions)
eBay 54.5 4.9
Intel 170.9 33.5
Microsoft 286.2 57.5
Nucor(Steel) 4.8 2.3
J.C.Penny 10.0 6.4
General
Motors
27.3 25.3
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Emergence of knowledge workers
• Knowledge workers have high degree of expertise, education, or experience, and the primary purpose of their jobs involves the creation, distribution, or application of knowledge.
• Managing knowledge work and knowledge worker will require exceptional imagination, exceptional courage, and leadership of a different kind than the leadership of industrial era.
• Knowledge is a highly nonlinear reality and thus, new methods and metrics should be developed
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Information & Knowledge
• Data refers to symbols and letters and has no meaning
(i.e. 20, C, =,+)
• Information refers to processed data. Information is
data imersed in a field of meanings (i.e. 20 degree C, 20
yrs, 20 m)
• Knowledge is processed information (i.e. today is 20
degree C – the highest temperature for this time, in the
last 10 yrs)
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Cogito, ergo sum !
R. Descartes
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Cartesian dualism
• R. Descartes is famous in science for introducing the
coordinate system and expressing geometrical positions
by using algebraic formulation
Cogito ergo sum ! / I think, therefore I am !
• That makes mind more certain than matter
• If I ceased to think, there would be no evidence of my
existence. I am a thing that thinks.
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Cartesian dualism
• Descartes contributed very much to imposing the
dualism of mind and matter, which began with Plato
and was developed by the Christian philosophy
• The Cartesian system presents two parallel worlds,
that of mind and that of matter
• Knowledge comes to our minds in an explicit way and
it should be of a rational nature
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B. Russell:
It follows that we cannot know things through the
senses alone, since through the senses alone
we cannot know that things exist. Therefore
knowledge consists in reflection, not in
impression, and perception is not knowledge,
because it has no part in apprehending truth,
since it has none in apprehending existence
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To release the spirit one must accentuate the work with
meditations of the heart and the soul.
(M. Musaschi – The Book of five rings)
Kamakura
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Ikujiro Nonaka (n. 1935)
Professor Emeritus, Hitotsubashi University, Graduate
School of International Strategy
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Japanese oneness of mind and body
• Samurai education placed a great emphasis on building
up character and attached little importance to prudence,
intelligence, and metaphysics.
• Being a man of action was considered more important
than mastering philosophy and literature, although these
subjects constituted a major part of the samurai’s
intellectual education.
(Nonaka & Takeuchi – The knowledge creating company)
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KNOWLEDGE
Knowledge structure
Explicit knowledge
Tacit knowledge
Rational mind
Non-rational
mind
Knowledge transfer
process
Direct
experience
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Tacit & Explicit knowledge
• Polanyi:” I shall reconsider human knowledge by starting
from the fact that we know more than we can tell”
• Tacit knowledge is similar to practical knowledge and it
is the “knowing what” face of the knowledge body
• Explicit knowledge approaches the theoretical
knowledge and it is the “knowing how” face of the same
knowledge body
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Explicit
knowledge
Tacit knowledgeTacit knowledge
Explicit
knowledge
Combination
Socialization
InternalizationExternalization
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Socialization
• It is a process of exchange of tacit knowledge between
two or more individuals.
• The most difficult process since tacit knowledge is based
on sharing feelings, emotions, and experiences.
• Individual face-to-face interaction is the only way to
capture the full range of physical sensations and
emotional reactions that are necessary for transferring
tacit knowledge.
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Combination
• This is the most used and practical mode for sharingexplicit knowledge between two or several individuals
• It is based on rational arguments and verbal language
• Knowledge flows from the individual with a higher level of knowing toward the individual with a lower level of knowing
• Sharing knowledge is different than sharing tangible things, since there is no law of conservation
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Externalization
• This is a process of transforming tacit knowledge into
explicit knowledge
• It is a transformation of knowledge taken from direct
experience and from the non-rational mind and put it into
a rational way able of being explained using the verbal
language
• For the Japanese companies this is a knowledge
creation process, which contributes significatly to the
innovation process
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Internalization
• It is the reverse process by which explicit knowledge istransformed into tacit knowledge
• This is very helpful in developing different skills and in creating some control mechanisms
• It is a process which goes from the organizational knowledge to the individual knowledge, in order to increase individual’s understanding
• It is a very useful process in developing organizational culture and behavior
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Welding of materials
• Welding is defined in the engineering literature as being
the process that joins materials, usually metals or
thermoplastics, by causing coalescence.
• This is often done by melting the workpieces and
adding a filler material to form a pool of molten
material that cools to become a strong joint.
• Sometimes, pressure is used in conjunction with heat, or
by itself, to produce the weld. Many different energy
sources can be used for welding, including a gas flame,
an electric arc, a laser, an electron beam, friction and
ultrasound.
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Welding of knowledge
• Have you ever thought of welding 2 ideas ?
• We are currently doing it, but we do not know how.
• Have you ever thought of welding an abstract
concept with a personal feeling ?
• We are currently doing it, but we do not know how.
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Welding of knowledge
Tacit knowledge Explicit knowledge
Explicit knowledgeTacit knowledge Tacit knowledge
Explicit knowledge
Socialization CombinationInternalization
Externalization
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Concept of SNOW
• Snow is a possible natural form taken by water
in some given temperature conditions.
• Snow is precipitation in the form of crystaline
water ice, consisting of a multitude of
snowflakes.
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COGNITIVE-EMOTIONAL KNOWLEDGE DYAD
Knowledge structure
Cognitive knowledge
Emotional knowledge
Mind
Heart
Knowledge transfer
process
Sensory system
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Learning cycle
Direct experience
Observation
and reflection
Abstract concepts
Testing in
new situations