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KNOWLEDGE MANAGEMENT AND MANAGEMENT LEARNING

ABOUT THE A UTHOR xiii
Introduction 1
Part 2: Application domains 4
1. Complexity: an emergent organisational paradigm in the knowledge
based economy 9
1.1 Introduction 9
1.2 The knowledge era 10
1.3 The complexity paradigm 13
1.4 What should be understood by Knowledge Management: the corporate
view 19
1.5 Research perspective on Knowledge Management 22
2. The epistemology of knowledge 25
2.1 What can we learn from the philosophers of science? 30
2.2 Post-modernism comes in fact from architecture 38
2.3 The widest view: a vision of Man and the holistic world 42
3. The complexity paradigm for a networked economy 47
4. Knowledge management and management learning: what computers
can still do 59
4.1 Knowledge and Learning 59
4.2 Knowledge Management Technologies 74
VIII KNOWLEDGE MANAGEMENT AND MANAGEMENT LEARNING
4.3 Virtual Learning Technologies 80
4.4 Communication Technologies 83
4.5 The Big Picture 84
5. Supporting Technologies for Knowledge Management 89
5.1 Introduction 89
5.2 Information Retrieval 91
5.3 Basics of information retrieval 93
5.4 Data Mining 104
5.5 Conclusions 112
6. Learning and interaction via ICT tools for the benefit of Knowledge
Management 113
6.1 In troductio n 113
6.2 Learning as a vehicle for Knowledge Management 115
6.3 Machine learning 118
6.4 ICT tools to support learning of human beings 123
6.5 Conclusions 124
7. Seducing, engaging and supporting communities at Achmea 125
7.1 1. Introduction 125
7.2 Communities of Practice at Achmea 126
7.3 The SES Model for community facilitation 128
7.4 KennisNet: an example CoP 134
7.5 Collaboration in Distributed Communities 136
7.6 Conclusions 140
8. Virtual learner-centred solutions for management education and
training 143
KNOWLEDGE MANAGEMENT AND MANAGEMENT LEARNING IX
8.1 Introduction 143
8.2 The case for e-learning: revolutionising management education and
training 143
8.3 Management education and e-learning 145
8.4 Towards a learner-centred application of e-learning tools 147
8.5 Applying learner-centred principles to the development of a virtual
learning environment 148
8.6 Experimentation with the Whizzdom learning environment 150
8.7 Research approach 153
8.8 Summary of the findings from the course experiments 154
8.9 Lessons learned from the course experiments 155
8.10 Instructional issues related to the design and delivery of hybrid
learning 158
9. A symbiosis of learning and work-practice 165
9.1 Increased attention for learning 165
9.2 Consequences for organizations and individuals 165
9.3 Integration of learning and work 167
9.4 Adult learning 168
9.5 Integration of learning and working 170
9.6 Research Approach 170
9.7 Summary of the findings from the learning trajectories 171
9.8 Lessons learned 175
9.9 Conclusions 180
10. Facilitating learning from desigii 181
10.1 Introduction 181
10.2 Research issues 181
X KNOWLEDGE MANAGEMENT AND MANAGEMENT LEARNING
10.3 Research objectives 185
10.4 Preliminary conceptual model 185
10.5 Research settings and activities 187
10.6 Main results 188
10.7 Participation 192
10.8 Evaluation 193
10.9 Negotiation 193
10.10 Creativity 194
10.11 Suggestions for using the DLM in practice 194
10.12 Relevance to business and academia 195
10.13 Summary 196
11. Cultural complexity: a new epistemological perspective 199
/ / . / Introduction 199
11.2 The problem of "culture " in (learning) organizations 200
11.3 A new perspective on cultural complexity? 203
11.4 What is complexity thinking? 205
11.5 Complexity thinking and its principles 208
11.6 What does complexity thinking mean for the cultural problematic in
organizations? 210
11.7 Conclusion 211
12. Dialogues are the bread and butter of the organization's knowledge
exchange 213
12.1 Management information systems 214
12.2 Knowledge management 216
12.3 Customer relationship management 216
12.4 Larger purposes and long-term needs and values 218
KNOWLEDGE MANAGEMENT AND MANAGEMENT LEARNING XI
12.5 Task-oriented larger purposes 219
12.6 Social-affective larger purposes 221
12.7 Indicating and recognising larger purposes 221
12.8 Harvesting the fruits: Applying larger purposes to sales conversations
in call centres 224
12.9 The computational model 226
12.10 Experiments 228
12.11 Conclusions 233
13. The influence of knowledge structures on the usability of knowledge
systems 235
13.1 Introduction 235
13.2 Our empirical research 238
13.3 Conclusions and implications 241
14. The role of contextuality in process standardization 251
14.1 Introduction 251
14.2 Empirical research 259
14.3 Research object and approach 260
14.4 Results 262
14.5 Description of cases 262
14.6 Environmental features influencing contextuality 264
14.7 Kinds of contextuality with their origins and consequences 266
14.8 Adaptive evolution of knowledge structure 277
14.9 Effects of standardization on knowledge structure 281
14.10 The process of change 282
14.11 Conclusions 285
15. Emergent learning processes in innovation projects 287
XII KNOWLEDGE MANAGEMENT AND MANAGEMENT LEARNING
15.1 Introduction 287
15.2 The constructed dualism between innovating and learning 288
15.3 Learning, complexity and agency 300
15.4 An agent-based simulation: creating an open learning environment
309
15.5 Conclusions and practical implications 314
16. The dynamics of learning and innovation 317
16.1 Introduction 317
16.2 Assessment of existing theory of innovation 318
16.3 Cybernetics 327
16.4 How can these outcomes be elaborated? 330
16.5 Options for elaboration 330
16.6 Conclusion 338
17. Knowledge management at Akzo Nobel Car Refinishes
R&D:Improving knowledge creation ability 341
17.1 Introduction 341
17.2 The real life case 342
17.3 The research design 348
17.4 Results 351
17.5 Knowledge creation ability 354
17.6 Bridging the Gap: Complex Adaptive Knowledge Management 355

Walter Baets - 2005

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