View Article  on KMS - Alavi & Leidner

This article reviews & reflects on KMS by Alavi & Leidner (1999a, 1999b & 2001)

Knowledge Based View: Why this sudden interest in Organizational Knowledge and Knowledge Management?

Alavi and Leidner (2001) argue that recent interest in organizational knowledge and KM is caused by (a) shift to information age with rapid advancement in IT and (b) shift in organizational theory and praxis to consider knowledge as the primary source of economic growth manifested in new thinking and practice in the organization (e.g. benchmarking, knowledge audits, best practice transfer, and employee development "The emergent patterns of literature and research as well as practice in the field imply the central role of knowledge as the essence of the firm" (Alavi & Leidner 2001).

Extending the resource-based theory (RBV) of the firm (Penrose 1959; Barney 1991; Conner 1991; Wernerfelt 1984, cited in Alavi & Leidner 2001), a knowledge-based view (KBV) of the firm has recently emerged in the strategic management literature (Wilson 1991; Nonaka & Takeuchi 1995; Spender 1996; Cole 1998, cited in Alavi & Leidner 2001)

It is important to note however that general tendency in literature that say KMS should focus on capturing, codifying and transferring existing knowledge miss the essence of knowledge management. As Alavi and Leidner (2001) even put it: "it is less the knowledge existing at any given time per se, than the firm’s ability to effectively apply the existing knowledge and create new knowledge, that forms the basis for achieving competitive advantage from knowledge-based assets". This is also similar to what Penrose's (1959, cited in Alavi & Leidner 2001) same argument about resources in general in RBV: "it is not so much the tangible resources (e.g., capital and facilities) per se that creates the firm’s competitive advantage, but the services rendered by those resources".

Instead, therefore KMS should focus on creating settings that enable and encourage the application of existing knowledge to create competitive advantage. The implication for KMSD is that early stages of developing KMS should focus on business issues in the organization that create this competitive advantage.

The argument of a paradigm shift is not what really matters, nor is it what has really caused this sudden(sic) interest in organizational knowledge and KM and flux of KM theory. What really matters is the danger associated with an inherent belief that everything should come with a paradigm shift

References:

Alavi, M. and Leidner, D. (1999a), “Knowledge Management Systems: Issues, Challenges, and Benefits”, Communications of the AIS, (1)7

Alavi, M. and Leidner, D. (1999b) “Knowledge Management Systems: Emerging Views and Practices from the Field,”Communications of the AIS, February, 1999.

Alavi, A., and Leidner, D. (2001) "Review: Knowledge Management and Knowledge Management Systems: Conceptual Foundations and Research Issues",. MIS Quarterly (25:1), 2001, pp. 107-136.

View Article  on PRESENCING - Scharmer

This article reviews & reflects on 'Presencing' by Sharmer (2000 & 2001)

New business challenges/opportunities require new methods

Scharmer (2000) argues in presencing that organizations are now facing a new set of business challenges/opportunities that can rarely be successfully addressed with traditional methods and concepts such as those of organizational learning. This could also be argued in relation to systems development methodologies; developing systems for this new set of business challenges/opportunities need new development methodologies. Scharmer argues that this is primarily due to an often irrelevant experience base of the team for the issue or situation at hand. Therefore, prejorative use of the term 'not invented here syndrome' is not always valid in arguments to demonstrate the importance of lessons learned within and among organizations. For this organizations need to develop a new cognitive capability for sensing and seizing opportunities through engaging their stakehoilders in a different kind of learning cycle: "one that allows them to learn from the future as it emerges, rather than from reflecting on past experiences" (Scharmer 2000).

Presencing -- an emerging sixth discipline? 

Scharmer (2000) confirms what was argued by Senge et al. (1994 & 1999) that a number of learning methods (referred to as 'disciplines') emerged in the last few decades including Systems Thinking (soft rather than hard), Personal Mastery, Dialogue, Parallel Structuring, Process Consultation, and others; each of which is grounded in a distinct body of principles and practices (see Argyris and Schön 1996; Schein 1987, 1992, 1999; Senge 1990; Bohm 1990; Isaacs 1999; Senge et al. 1994, 1999; Nonaka and Konno, 1998; Kim 1992, 1994). Scharmer sees these methods as representing different parts of the human body:

the head: Systems Thinking (conceptualization)

the feet: Process Consultation & Parallel Structures (grounded in business realities)

the heart: Dialogue, Personal Mastery, and Presencing (what people really care about)

Scharmer concludes that the implication of this is profound yet simple: the tool for leading change is the leader’s Self.

 

 

References:

Sharmer (2000) “Presencing: Learning From the Future As It Emerges. On the Tacit Dimension of Leading Revolutionary Change.”Presented at the Conference On Knowledge and Innovation, May 25-26, Helsinki, Finnland.

Scharmer C.O. (2001) "Self-transcending knowledge: Sensing and organizing around emerging opportunities", Journal of knowledge Management, Vol 5 No 2, pp. 137-151

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