517:, organizational memory is being produced as an induction and educational tool that transmits long-term information. Oral debriefing, which concentrates on short- and medium-term memory, targets exiting and key occupant employees, recurring corporate events, and important projects in detailed testimony of participants. Both are designed to extract tacit knowledge in an easily accessible format that also generates the "lessons of history". Its permanent character also means that it does not have to be continually reproduced, just updated, and that its necessary re-interpretation alongside changing circumstances is predicated on a more reliable evidential base.
25:
121:
66:
393:). It is the most common form of learning. By way of a simple illustration, existent knowledge is the established awareness that, because it is hot, it is necessary to avoid sunburn and dehydration. Existent knowledge becomes new knowledge when (for example) a European on a summer vacation in Mexico, being used to wearing a cap on sunny days at home, decides to wear a sombrero.
419:—who, in the late 15th century, conceptualized cutting-edge ideas like the aeroplane, the parachute, cranes, submarines, tanks, water pumps, canals, and drills. Innovative knowledge encompasses the type of learning that leapfrogs the other types, and—in da Vinci's case—was so advanced that it had to wait hundreds of years for incremental learning to catch up.
484:, the Greek for "skill". Much of it is implicit and ambiguous, acquired largely by functional, context-specific experience. Typically existing only in the minds of individuals, tacit knowledge is normally very difficult to capture, with most organizations depending almost entirely on the explicit knowledge. This makes experiential learning,
496:
The reality is that even though most organizational work processes are largely designed around documentation, much remains unrecorded, especially that to do with decision-making. The record often reflects the desire to gloss over disagreements and serious questions, or the desire to sell or excuse.
549:
The concept's starting point is that individuals or organizations seldom learn from experience, unless the experience is assessed and then assigned its own meaning in terms of individual and/or the organization's own goals, aims, ambitions, and expectations. From these processes come insights and
492:
slow and expensive to acquire. In business terms, tacit knowledge is a passive misnomer for active sharing of knowledge to make an organization more effective. Training programs, for instance, cannot be limited to a source-recipient model, and should leverage mutual exchanges across generations.
221:
Organizational memory can only be applied if it can be accessed. To make use of it, organizations must have effective retrieval systems for their archives and members with good memory recall. Its importance to an organization depends upon how well individuals can apply it, a discipline known as
531:
When it comes to experiential learning, an awareness of both the explicit and tacit components of organizational memory on their own is not generally enough to create new knowledge efficiently. As a general rule, it needs to be accompanied by a focused learning phase.
230:. In the case of individuals, organizational memory's accuracy is invariably compromised by the inherent limitations of human memory. Individuals' reluctance to admit to mistakes and difficulties compounds the problem. The actively encouraged
504:
in commerce and industry, some organizations are turning to new techniques to preserving their organizational memory and, in particular, their tacit knowledge. The latest capture tools to get attention are the traditional
640:
efforts have included building some form of organizational memory to capture expertise, speed learning, help the organization remember, record decision rationale, document achievements, or learn from past failures.
260:
Intellectual property (patents, copyrights, trademarks, brands, registered design, trade secrets and processes whose ownership is granted to the company by law, licensing and partnering agreements)
206:, is the accumulated body of data, information, and knowledge created in the course of an organization's existence. The concept of organizational memory includes the ideas of components
545:
A testing phase within which the new insights or learnings, having been integrated with the learner's own conceptual framework, are applied to a new problem situation or experience.
458:
Explicit knowledge is the "what" of know-how: knowledge such as the professional or vocational skills that are recorded in manuals, textbooks, and training courses.
131:
385:
is the product of prior experience that is already established and recognized—so-called "organic learning" that builds one experience on another (also known as
400:, happens unexpectedly—such as what happened in 1928 when a mold spore drifted onto a culture dish in the laboratory of Scottish research scientist
84:
142:
909:
Harvey, J. F. (2012). Managing organizational memory with intergenerational knowledge transfer. Journal of
Knowledge Management, 16, 400–417.
210:, knowledge processing or maintenance, and knowledge usage like search and retrieval. Falling under the wider disciplinary umbrella of
937:
263:
Details of events, products and individuals (including relationships with people in outside organizations and professional bodies),
542:
A reflective phase within which the learner examines the OM around the experience and draws erudition from that reflection; and
38:
374:
meaning "emerge". Its best interpretation, then, is that it is an emergent phenomenon, an extension of existing erudition.
918:
Arnold
Kransdorff, Corporate DNA: Using Organizational Memory to improve poor decision-making', Gower Publishing 2006
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178:
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102:
52:
855:"Knowledge, Mind, and Nature: An Introduction to Theory of Knowledge and the Philosophy of Mind", Random House, 1967
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What to do about ephemeral insights, how to capture informal scripts (e.g. e-mail and instant-messenger posts).
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is interpretative and predictive. Its deductive character allows a person with knowledge to understand the
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is a fact depicted as a figure or a statistic, while data in context—such as in a historical time frame—is
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44:
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added meaning, which is then applied to new circumstances. The end product is better decision-making.
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Once knowledge is documented, it reverts to being information. New knowledge—what some academics call
864:"The Future of Knowledge: Increasing Prosperity through Value Networks", Butterworth-Heinemann, 2002
611:
574:
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that states a
Knowledge editor's personal feelings or presents an original argument about a topic.
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of information, and act accordingly. The term has been defined variously by different experts:
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513:, an augmentation of the old-fashioned prescriptive and formulaic exit interview. Instead of
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a body of understanding and insights for interpreting and managing the world around us
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381:—is that which is either created incrementally, accidentally, or through innovation.
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873:"A Knowledge Model for Situation-Handling". Knowledge Research Institute, Inc., 2003
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509:, usually produced once or twice every 100 years as a public relations medium; and
467:
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What to do to ensure the current content is correct, applicable, timely and weeded
803:
Walsh, James P.; Ungson, Gerardo Rivera (January 1991). "Organizational Memory".
675:
510:
459:
452:
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All internally generated documentation related to the organization's activities
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Key decisions organizations make when exploring organizational memory include:
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Most models of experiential learning are cyclical and have three basic phases:
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824:
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312:
727:
March, J (1991). "Exploration and
Exploitation in Organizational Learning".
462:, on the other hand, is the non-technical "how" of getting things done—what
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514:
283:
740:
290:. It is important to understand the differences between each of these.
650:
405:
320:
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Who will be the users - what are their information and learning needs?
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on organizations that creates an inability to benefit from hindsight.
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451:(sometimes known as "coping skills"), a category first identified by
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Organizational memory can be subdivided into the following types:
218:, including its electronic data bases; and individuals' memories.
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How to best integrate with existing sources, stores and systems
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to use (stories, patterns, cases, rules, predicate logic, etc.)
480:
275:
Of these, institution-created knowledge is the most important.
584:
846:"Knowledge in a Social World", Oxford, Clarendon Press, 1999
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experience or information that can be communicated or shared
279:
132:
personal reflection, personal essay, or argumentative essay
761:; Ungson, Gerardo Rivera (1991). "Organizational Memory".
404:
while he was on a two-week holiday. It seeded a blue mold—
754:
Arnold
Kransdorff, Corporate DNA, Gower Publishing, 2006.
369:
363:
349:
343:
900:"Post-Capitalist Society". Butterworth Heinemann, 1993
940:- collection of resources about organizational memory
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Corporate Memory. Strategies for knowledge management
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How to ensure security and who will be granted access
433:
In its modern understanding, knowledge is made up of
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The difference between explicit and tacit knowledge
278:The three main facets of organizational memory are
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may be too technical for most readers to understand
891:"Six Action Shoes", Longman Higher Education, 1991
520:
945:
539:Awareness of an experience or problem situation;
837:Corporate Amnesia, Butterworth Heinemann, 1998
415:, is the labor of genius, such as the work of
214:, it has two repositories: an organization's
16:Data and information held by an organization
802:
757:
53:Learn how and when to remove these messages
597:Definition, activities, histories, results
565:Reference material, documentation, tools,
882:"The Tacit Dimension". Anchor Books, 1967
179:Learn how and when to remove this message
161:Learn how and when to remove this message
103:Learn how and when to remove this message
87:, without removing the technical details.
938:Knowledge Management Specialist Library
946:
408:—that killed off a harmful bacterium.
250:Organizational memory is composed of:
726:
629:How to motivate experts to contribute
268:Relevant published reference material
85:make it understandable to non-experts
577:, activities, products, participants
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59:
18:
474:, or the skill of action, and what
13:
478:identifies in the use of the word
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34:This article has multiple issues.
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931:Corporate memory - The Hard Way
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521:How experiential learning works
354:has become, in modern English,
42:or discuss these issues on the
933:Blog post - September 23, 2003
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396:The second type of knowledge,
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751:, Butterworth Heineman, 1998.
411:The third type of knowledge,
271:Institution-created knowledge
936:National Library for Health
805:Academy of Management Review
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331:; and Karl Wiig said it was
7:
716:. Thompson Business Press.
701:Organizational intelligence
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327:; Verna Alee defined it as
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426:
342:comes from the Saxon word
254:Prior data and information
500:Given the high levels of
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817:10.5465/amr.1991.4278992
612:knowledge representation
575:Organizational structure
553:
671:Evidence based practice
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228:evidence-based practice
325:information in context
141:by rewriting it in an
527:Experiential learning
383:Incremental knowledge
317:justified true belief
232:flexible labor market
224:experiential learning
208:knowledge acquisition
192:Organizational memory
959:Knowledge management
729:Organization Science
712:Brooking, A., 1999.
681:Institutional memory
638:knowledge management
413:innovative knowledge
398:accidental knowledge
391:historical knowledge
212:knowledge management
200:institutional memory
198:), sometimes called
747:Arnold Kransdorff,
741:10.1287/orsc.2.1.71
449:cognitive knowledge
439:, sometimes called
379:knowledge in action
666:Episodic knowledge
466:, the inventor of
436:explicit knowledge
143:encyclopedic style
130:is written like a
749:Corporate Amnesia
686:Knowledge tagging
661:Corporate culture
656:Collective memory
507:corporate history
502:corporate amnesia
441:skilled knowledge
417:Leonardo da Vinci
402:Alexander Fleming
240:corporate amnesia
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948:Categories
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691:Mentoring
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360:knowledge
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305:knowledge
288:knowledge
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645:See also
589:know-how
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470:, calls
387:existent
345:cnaw-lec
216:archives
594:Project
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362:means "
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