2002-03-22 10:20:46麻辣大學老師
The following taxonomy of knowledge has been expre
The following taxonomy of knowledge has been expressed in the KM literature:
Knowledge cannot easily be stored (Gopal and Gagnon, 1995). Knowledge is something that resides in people’s minds rather than in computers (The Banker, 1997). Unlike raw material, knowledge usually is not coded, audited, inventoried, and stacked in a warehouse for employees to use as needed. It is scattered, messy, and easy to lose (Galagan, 1997). Furthermore, Allee (1997a) has defined knowledge in terms of 12 qualities:
knowledge is messy; it is self-organizing; it seeks community; it travels on language; it is slippery; it likes looseness; it experiments; it does not grow forever; it is a social phenomenon; it evolves organically; it is multi-modal; and it is multi-dimensional, To use the flow of data / information, we must develop effective ways to make the input of and access to information easy (Mayo, 1998) and to sort the useful from the useless (Schaefer, 1998). We must develop systems where people are able to “navigate” effectively. This can be made by storing the information in different databases and make it possible for people to cross-reference and link documents speedily and easily (Mayo, 1998).
Information has little value and will not become knowledge until it is processed by the human mind (Ash, 1998). Knowledge involves the processing, creation, or use of information in the mind of the individual (Kirchner, 1997). Although information is not knowledge, it is an important aspect of knowledge. The process begins with facts and data, which are organized and structured to produce general information. The next stage involves organizing and filtering this information to meet the requirements of a specific community of users, producing contextual information. Next, individuals assimilate the contextual information and transform it into knowledge. Individuals' experiences, attitudes, and the context in which they work affect this transformation process. The final stage of the continuum is behavior; unless information and knowledge lead to an informed decision or action, the whole process becomes invalidated (Infield, 1997).
Knowledge should be studied in context. Knowledge is information combined with experience, context, interpretation, reflection, and perspective (Davenport et al., 1998; Kirchner, 1997; Frappaolo, 1997) that adds a new level of insight (Frappaolo, 1997). Allee (1997b) suggests that knowledge becomes meaningful when it is seen in the larger context of our culture, which evolves out of our beliefs and philosophy.
The final characteristic is that knowledge is ineffectual if it is not used. Knowledge is a high-value form of information that is ready to be applied to decisions and actions (Davenport et al., 1998). Sveiby (1997) has defined it as the capacity to act on information and thereby makes it valuable.
Knowledge cannot easily be stored (Gopal and Gagnon, 1995). Knowledge is something that resides in people’s minds rather than in computers (The Banker, 1997). Unlike raw material, knowledge usually is not coded, audited, inventoried, and stacked in a warehouse for employees to use as needed. It is scattered, messy, and easy to lose (Galagan, 1997). Furthermore, Allee (1997a) has defined knowledge in terms of 12 qualities:
knowledge is messy; it is self-organizing; it seeks community; it travels on language; it is slippery; it likes looseness; it experiments; it does not grow forever; it is a social phenomenon; it evolves organically; it is multi-modal; and it is multi-dimensional, To use the flow of data / information, we must develop effective ways to make the input of and access to information easy (Mayo, 1998) and to sort the useful from the useless (Schaefer, 1998). We must develop systems where people are able to “navigate” effectively. This can be made by storing the information in different databases and make it possible for people to cross-reference and link documents speedily and easily (Mayo, 1998).
Information has little value and will not become knowledge until it is processed by the human mind (Ash, 1998). Knowledge involves the processing, creation, or use of information in the mind of the individual (Kirchner, 1997). Although information is not knowledge, it is an important aspect of knowledge. The process begins with facts and data, which are organized and structured to produce general information. The next stage involves organizing and filtering this information to meet the requirements of a specific community of users, producing contextual information. Next, individuals assimilate the contextual information and transform it into knowledge. Individuals' experiences, attitudes, and the context in which they work affect this transformation process. The final stage of the continuum is behavior; unless information and knowledge lead to an informed decision or action, the whole process becomes invalidated (Infield, 1997).
Knowledge should be studied in context. Knowledge is information combined with experience, context, interpretation, reflection, and perspective (Davenport et al., 1998; Kirchner, 1997; Frappaolo, 1997) that adds a new level of insight (Frappaolo, 1997). Allee (1997b) suggests that knowledge becomes meaningful when it is seen in the larger context of our culture, which evolves out of our beliefs and philosophy.
The final characteristic is that knowledge is ineffectual if it is not used. Knowledge is a high-value form of information that is ready to be applied to decisions and actions (Davenport et al., 1998). Sveiby (1997) has defined it as the capacity to act on information and thereby makes it valuable.