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Wissensreifungsaktivitäten

In a nutshell

Wissensreifungsaktivtäten beschreiben die Aktivitäten von einzelnen oder Gruppen, die entscheidend für Wissensreifung sind. Ihre Identifikation hilft zur Analyse und Priorisierung, welche davon besondere oder andere Formen von Unterstützung als derzeit benötigen.

Parent section

Wissensreifung: das Konzept

Further information

Ergebnisse der Interviewstudie

Key publication to cite

2010

Andreas Kaschig, Ronald Maier, Alexander Sandow, Mariangela Lazoi, Sally-Anne Barnes, Jenny Bimrose, Claire Bradley, Alan Brown, Christine Kunzmann, Athanasios Mazarakis, Andreas Schmidt
Knowledge Maturing Activities and Practices Fostering Organisational Learning: Results of an Empirical Study
In: Sustaining TEL: From Innovation to Learning and Practice 5th European Conference on Technology Enhanced Learning, EC-TEL 2010, Barcelona, Spain, September 28 - October 1, 2010. Proceedings, Lecture Notes in Computer Science vol. 6383, Springer, 2010, pp. 151-166

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BibTeX
Abstract Knowledge work is performed in all occupations and across all industries. The level of similarity of knowledge work allows for designing supporting tools that can be widely used. In this paper an activity-based perspective towards knowledge work is taken. Based on findings from a previous ethnographically-informed study, we identified valuable activities to be supported in order to increase knowledge maturing inside companies. The goal of this paper is to contribute to which knowledge maturing activities are deemed important, so that they can be supported by IT services. Quantitative and qualitative data have been collected in 126 organisations of different size, sector and knowledge intensity. Important feedback and issues emerged and need to be managed in order to support success in the knowledge maturing activities that allow improvement of organisational learning through the dissemination and application of the most appropriate knowledge.

 

1

Finden von relevanten digitalen Ressourcen

Suchen nach Informationen, z.B. Dokumente, Webseiten oder Bilder

2

Aufnehmen von Informationen auf individueller oder organisationaler Ebene

Aufnehmen von Informationen in die eigene Wissensbasis, was ein Dateisystem (persönlich oder gemeinsam geteiltes), ein Wiki or ähnliches sein kann.

3

Auf dem aktuellen Stand bleiben bei organisationsbezogenem Wissen

Sicherstellen, dass man auf dem Laufenden bleibt bzgl. eines bestimmten Themas

4

Vertrautmachen mit Informationen

Sich mit z.B. einem Thema, einer Community oder Prozessen vertraut machen

5

Reorganisieren von Informationen auf individueller oder organisationaler Ebene

Umstrukturieren von Sammlungen (Dateisysteme, Wikis), konsolidieren von unterschiedlichen Ansätze zur gemeinsamen Strukturierung, entfernen von veralteten Informationen, Suchbarkeit verbessern durch Metadatenvergabe, "gardening" von Wikis, Vokabularen, Inhalte neu strukturieren, Arbeitsräume aufräumen, Qualität von Kollektionen sicherstellen

6

Reflektieren über und verbessern von Arbeitsabläufen oder Prozessen  

Erkennen von Mustern in Arbeitsabläufen, Verbesserungsmöglichkeiten. Dies reicht von informellen Abläufen bishin zu formal spezifizierten Prozessen.

7

Erstellen und gemeinsames entwickeln von digitalen Ressourcen

Erstellen oder aktualisieren von Inhalten (alleine oder gemeinsam)

8

Teilen und freigeben von digitalen Ressourcen

Teilen bezeichnet den informellen, freigeben den formellen Aspekt des Zugänglichmachens von Inhalten für eine bestimmte oder unbestimmte Gruppe.

9

Zugriff einschränken und schützen von Informationen

Einschränkung von Zugriff auf Ressourcen

10

Finden von Personen mit einer bestimmten Expertise

eine Kontaktperson identifizieren, z.B. über ihre Kompetenzen

11

Kommunizieren mit Personen

mit anderen direkt, per Telefon, per Email interagieren

12

Beurteilen, überprüfen und bewerten von Informationen

Inhalte bzgl. bestimmter Qualitätskriterien wie z.B. Korrektheit, Aktualität, Nützlichkeit oder Personen bzgl. ihre Fähigkeiten und Fertigkeiten oder ihres Verhaltens bewerten.

Empirical results

As part of a large-scale interview study, interviewees were asked to reflect on their importance for increasing knowledge maturity, and supporting the successful performance of each KM activity in their organisation. All twelve KM activities are deemed to be important for increasing maturity of knowledge. Eleven activities were found to be less well supported, which may be a consequence that they are performed less successfully. In case of the KM activity “restrict access and protect digital resources” (9) it is actually the other way around. Controversially, this depends on whether and why organisations restrict access and the perceived influence on KM.

Considering the design of software and services to support KM, the most interesting KM activities are those which are viewed as important for increasing knowledge maturity, but for which interviewees have the impression that they are not well supported. According to the portfolio, the following activities are most interesting to KM by interviewees:

  • reflect on and refine work practices or processes
  • find people with particular knowledge or expertise
  • assess, verify and rate information

Related publications

2010

Andreas Kaschig, Ronald Maier, Alexander Sandow, Mariangela Lazoi, Sally-Anne Barnes, Jenny Bimrose, Claire Bradley, Alan Brown, Christine Kunzmann, Athanasios Mazarakis, Andreas Schmidt
Knowledge Maturing Activities and Practices Fostering Organisational Learning: Results of an Empirical Study
In: Sustaining TEL: From Innovation to Learning and Practice 5th European Conference on Technology Enhanced Learning, EC-TEL 2010, Barcelona, Spain, September 28 - October 1, 2010. Proceedings, Lecture Notes in Computer Science vol. 6383, Springer, 2010, pp. 151-166

PDF
BibTeX
Abstract Knowledge work is performed in all occupations and across all industries. The level of similarity of knowledge work allows for designing supporting tools that can be widely used. In this paper an activity-based perspective towards knowledge work is taken. Based on findings from a previous ethnographically-informed study, we identified valuable activities to be supported in order to increase knowledge maturing inside companies. The goal of this paper is to contribute to which knowledge maturing activities are deemed important, so that they can be supported by IT services. Quantitative and qualitative data have been collected in 126 organisations of different size, sector and knowledge intensity. Important feedback and issues emerged and need to be managed in order to support success in the knowledge maturing activities that allow improvement of organisational learning through the dissemination and application of the most appropriate knowledge.

2009

Sally-Anne Barnes, Jenny Bimrose, Alan Brown, Daniela Feldkamp, Andreas Kaschig, Christine Kunzmann, Ronald Maier, Tobias Nelkner, Alexander Sandow, Stefan Thalmann
Knowledge Maturing at Workplaces of Knowledge Workers: Results of an Ethnographically Informed Study
In: 9th International Conference on Knowledge Management (I-KNOW '09), Graz, Austria, 2009, pp. 51-61

PDF
BibTeX
Abstract Maturity models are popular instruments used, e.g., to rate capabilities of maturing elements and select appropriate actions to take the elements to a higher level of maturity. Their application areas are wide spread and range from cognitive science to business applications and engineering. Although there are many maturity models reported in scientific and non-scientific literature, the act of how to develop a maturity model is for the most part unexplored. Many maturity models simply – and vaguely – build on their, often well-known, predecessors without critical discourse about how appropriate the assumptions are that form the basis of these models. This research sheds some light on the construction of maturity models by analysing 16 representative maturity models with the help of a structured content analysis. The results are transformed into a set of questions which can be used for the (re-)creation of maturity models and are answered with the help of the case example of a knowledge maturity model. Furthermore, a definition of the term maturity model is developed from the study’s results.