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Theory Knowledge Management

Theory: Know - Find - Appreciate - Share

Knowledge management: a learning journey through four levels of maturity

In 2006, Jakob Nielsen established the "90-9-1" rule of thumb for online communities, according to which "in most communities, 90% of users are "lurkers" (who silently read along but never contribute anything), 9% occasionally post comments, and only 1% of members are responsible for almost all activities (content creation)."

These striking percentage figures were already controversial at the time (and are now outdated - current research points more towards a 70-20-10 distribution), but these activity levels can also be interpreted as maturity levels for working with knowledge, in which people embark on a learning journey through four stages:

Level 1: Search and find

  • At the first stage, the focus is on searching for existing knowledge: the silent readers access existing documents, manuals and internal resources and focus on the efficient use of search engines, databases or discussion forums to access relevant knowledge.

Level 2: Interaction with knowledge providers

  • At this stage, interaction with the knowledge providers begins through likes and comments: Users can express their appreciation for the knowledge they have found and enter into an exchange with the experts by actively participating in discussions.

Level 3: Proactively sharing your own knowledge

  • Knowledge providers become visible in the networks by proactively writing their own contributions with their expertise. By sharing their experiences or presenting content in lectures and workshops, they provide important new content that can be read or commented on by others.

Level 4: Curating knowledge collections

  • When subject matter experts not only share their own knowledge, but also collect, select, evaluate and comment on the relevant knowledge in their subject areas, they contribute with this editorial work to building a comprehensive and high-quality knowledge base that is of great value to the entire organization / community.
    (Note: there is a separate lernOS guide
    for curating knowledge collections: https://cogneon.github.io/lernos-content-curation/en/)

Knowledge management in transition - from "KM 1.0" to "Enterprise 2.0"

The development of knowledge management can be roughly divided into two phases:

KM 1.0: Document management (from the mid-90s)

In this phase, the focus was on collecting and managing explicit knowledge in the form of documents. Organizations relied on databases to systematically store information and make it accessible. Important goals of KM were to ensure the quality and easy retrievability and reuse of stored information.

Enterprise 2.0: The beginning of digital collaboration (from 2006)

With the emergence of social networks and digital collaboration tools, the focus shifted to the implicit knowledge and experience of employees. The exchange of knowledge increasingly took place through interaction in networks such as communities of practice.

"Knowledge Management 1.0" - Document management "Enterprise 2.0" - the beginning of digital collaboration
Period from the mid-90s from 2006
Perspective Organizational knowledge is in documents Organizational knowledge is in the heads of the experts
focus Information & documents / Explicit knowledge Experience & dialog, collaboration / implicit knowledge
Tasks Collect documents - save - ensure quality Networking - moderating dialog - coaching knowledge carriers
Tools Databases Social networks, communities of practice

Types of knowledge

Implicit vs. explicit knowledge

Implicit knowledge is individual and personal, context-specific and difficult to put into words. The "knowledge in people's heads" comprises skills, experiences and insights that people possess intuitively.

  • Implicit knowledge is like riding a bicycle - you learn it by practicing ("learning by doing") and it is difficult to describe precisely how to keep your balance in a manual, for example.

  • An example of tacit knowledge in organizations is the know-how of an experienced employee who can adjust and operate a mechanical machine tool - such experiences are learned naturally in daily work.

  • Implicit knowledge is passed on and shared in direct exchanges between people, in dialog or by observing actions.

Explicit knowledge, on the other hand, is formalized, systematic and easy to share and disseminate. It can be recorded in documents, manuals or databases and used by others.

  • Explicit knowledge is like a recipe in a cookbook - it is clearly formulated, and the clear instructions can be easily followed by others.

  • Examples of explicit knowledge in organizations are a company manual that clearly describes the procedures and guidelines to be followed, or a best practice collection that summarizes effective working methods in a document.

Some sources also refer to Tacit Knowledge as something different from Implicit and Explicit Knowledge. For example: https://bloomfire.com/blog/implicit-tacit-explicit-knowledge/ For simplicity, we have group tacit and implicit knowledge together here, but feel free to explore these concepts more on your own.

Individual vs. collective knowledge

Individual knowledge is tied to individuals. It is subjective, based on personal experience and, above all, implicit - i.e. not visible to others or easy to share.

Collective knowledge, on the other hand, is the entire knowledge of an organization. It is created when the knowledge of individuals in the organization is shared, combined and institutionalized.

Knowledge management as a discipline is concerned with the development and maintenance of collective knowledge, which is important for organizations for several reasons:

  • Knowledge retention: Individual, implicit knowledge becomes explicit knowledge through documentation, for example, and is retained even when employees leave the organization.

  • Increased efficiency: Collective knowledge enables new and existing employees to draw on existing experience and resources, which saves time and avoids errors.

  • Innovation: New ideas and improvements can arise from the exchange of individual knowledge.

  • Decision-making: Collective knowledge provides a broader knowledge base for decisions and can thus lead to more well-founded and balanced results.

The knowledge spiral (SECI model) by Nonaka and Takeuchi (1995)

The SECI model by Japanese scientists Nonaka and Takeuchi, also known as the knowledge spiral, is a dynamic model for knowledge transfer and knowledge creation in organizations that describes the transition from individual to collective knowledge and the conversion from tacit to explicit knowledge and vice versa as a continuous transformation process.

The abbreviation SECI stands for the 4 phases of this cyclical process:

  1. Socialization (from implicit to tacit knowledge): In this phase, knowledge is transferred through direct exchange of experience and observation - this can also happen without formal language.

  2. Externalization (from tacit to explicit knowledge): This is where tacit knowledge is articulated and transformed into explicit forms such as documents or spoken words. This step of documentation and processing creates new knowledge.

  3. Combination (from explicit to explicit knowledge): In this phase, explicit knowledge from different sources is brought together, organized and systematized to form more comprehensive knowledge repositories.

  4. Internalization (from explicit to tacit knowledge): Finally, the collected explicit knowledge is made accessible to employees and internalized through application and practice, thus transforming it into (new) tacit knowledge, making it part of the individual knowledge base.

Graphic: SECI model of knowledge dimensions
(source: https://en.wikipedia.org/wiki/SECI_model_of_knowledge_dimensions)

Sources:

Knowledge - Formats

Knowledge can be communicated and shared with others in very different ways: we talk to other people, read a blog or comment on a video on an online platform. The formats can be described according to the following criteria:

  • Conversation: personal exchange / telephone or video conference / training

    • High interaction / synchronous in real time

    • No scalability - only the participants

    • Implicit knowledge - is generally not documented
      (audio and video recordings are possible in principle, especially with online formats)

  • Handwritten notes: pad and pen, sticky note, flipchart, sketch note

    • Medium interaction with synchronous activity, e.g. on flipcharts
      Low interaction asynchronous (for notes and transcripts)

    • Explicit, but ad hoc documentation often hardly usable without implicit context

    • Low scalability - use only possible in small groups

  • Electronic document / file: Office files, e-mail, digital notebooks, mind maps

    • High scalability - can be divided and duplicated as required

    • Asynchronous / low to medium interaction (degree of interaction and synchronicity increase due to the possibilities for joint editing of documents)

    • Explicit - documentation for the purpose of passing on information and knowledge

  • Online contributions (blog, communities, forums, wiki)

    • In principle, contributions on online platforms can be regarded as a subset of electronic documents:

    • High scalability / explicit

    • Higher interaction as a concrete goal of contributions - is aimed at, for example, through direct address and questions

    • Asynchronous as normal

  • Lists (link collections, curated lists)

    • Scalable / asynchronous - special case of electronic documents

    • Explicit - expert knowledge flows into the selection and evaluation of the linked sources

    • Low level of interaction - primarily intended for readers as an introduction to knowledge topics / comments as suggestions for additions or corrections

The recording of synchronous events such as conversations or analog formats such as handwritten notes is primarily used for scalability and asynchronous usability, because the media can be shared via digital channels or consumed by others who were not there live:

  • Images - screenshot, photo of flipcharts, graphic

  • Video - recording of live discussions and presentations / screencast with PowerPoint

  • Audio - Podcast, Recording with the smartphone

Knowledge staircase

Prof. Klaus North's knowledge staircase clearly explains how data, information and knowledge, and ultimately ability, action and competence are interrelated and build on each other. It relates this to a model for operational knowledge management -- quasi- bottom-up starting from the management of data and information - and strategic knowledge management, which takes a quasi- top-down view starting from competence and thus competitiveness as its goal.

Find out more here:
https://wissensmanagement.open-academy.com/category/grundlagen/wissensmanagement-modelle/wissenstreppe [GERMAN]

https://www.researchgate.net/figure/Steps-of-Knowledge-Development-extended-after-Wissenstreppe-North-1998-12_fig1_49588463

In this video, Dr. Angelika Mittelmann explains the knowledge staircase using a "real" model: The knowledge staircase [GERMAN]

Prof. Klaus North's English-language website: http://north-online.de/en/index.html

A summary of the steps of the knowledge staircase in English:

Prof. Klaus North's Knowledge Staircase is a model that illustrates the progression from data to wisdom. Here are the key steps:

  1. Data: Raw facts and figures without context.

  2. Information: Data that is processed and organized to have meaning.

  3. Knowledge: Information that is understood and applied.

  4. Competence: The ability to use knowledge effectively in various situations.

  5. Capability: The capacity to perform tasks and solve problems using competence.

  6. Competitive Advantage: The strategic use of capabilities to outperform competitors.

  7. Sustainable Success: Long-term achievement and growth through continuous learning and adaptation.

This model emphasizes the importance of transforming raw data into actionable insights and ultimately achieving sustainable success through continuous improvement and learning.

The knowledge management model according to Probst, Raub and Romhardt (1999)

Probst et al. have developed a systematic approach to managing knowledge in organizations, which comprises six core processes that build on each other and work together to ensure the effective handling of knowledge.

The model has been widely accepted and disseminated because it offers a clearly structured and holistic approach. It covers all relevant aspects of knowledge management while being flexible enough to be applied in different organizational contexts. In addition, the model emphasizes the integration of knowledge processes into daily workflows and the strategic alignment of knowledge management with organizational goals, which increases its practical relevance and applicability.

Knowledge identification:

This process deals with the identification and evaluation of existing knowledge in an organization: What types of knowledge are available? Where is it located and how can it be used? Knowledge identification helps to identify knowledge gaps and understand what knowledge is particularly valuable to the organization. Methods such as knowledge maps and competence matrices are often used to support this process.

Knowledge acquisition:

Once knowledge gaps have been identified, knowledge acquisition aims to acquire this missing knowledge from external sources. This can be done through training, recruitment of experts, cooperation with other companies or research institutions and by adding new sources of knowledge such as specialist literature or databases. The acquisition of knowledge ensures that the organization has access to the necessary information and skills to achieve its goals.

Knowledge development:

In contrast to acquisition, this process focuses on the creation of new knowledge within the organization. Innovation projects, research and development departments as well as learning and training programs play a central role here. Knowledge development is crucial in order to increase competitiveness and promote continuous improvement. Formats for the exchange of experience such as communities of practice or models such as the SECI model (see above) support internal knowledge development.

Knowledge distribution:

Once knowledge has been identified and made available, it is important to distribute this knowledge throughout the organization. Knowledge distribution ensures that all relevant employees have access to the knowledge they need for their work. Various communication channels are used here, such as the intranet, knowledge databases, training courses and informal networks. Effective knowledge distribution prevents the emergence of knowledge silos and promotes exchange and collaboration

Knowledge utilization:

This process refers to the effective application of available knowledge. It is about employees using knowledge in their daily work in order to perform their tasks more efficiently and make better decisions. Knowledge utilization is promoted by a supportive corporate culture and appropriate incentive systems. It is important that knowledge is not only available, but also actively used in order to achieve the greatest possible benefit for the organization.

Knowledge retention:

Finally, knowledge retention involves preserving and safeguarding knowledge so that it remains available in the future. This is particularly important in situations where experienced employees leave the organization or when it comes to documenting valuable information from projects and processes. Techniques such as knowledge databases, documentation systems and systematic archiving play a central role in knowledge retention.

Sources:

  • Probst, G., Raub, S., & Romhardt, K. (1999). Wissen managen: Wie Unternehmen ihre wertvollste Ressource optimal nutzen. Gabler Verlag.

Give feedback

Feedback can be neutral, positive (praise) and negative (criticism).

The aim should always be to formulate feedback in a concrete, factual, respectful and constructive way. Emotionality can also be used as reinforcement, especially in positive feedback. A "I think that's great" will certainly make the other person happy. But be careful - a "That's total nonsense", on the other hand, can lead to the person addressed withdrawing and no longer wanting to share their information (and other people reading along can also be put off).

In the corporate environment, it is often easiest to give feedback on shared knowledge via digital channels (e.g. reply via email or chat) and thus also show your gratitude. Of course, you can also address the colleagues who have shared their knowledge personally - but by responding publicly, e.g. in communities or ESN, you support the public direct exchange and motivate others to respond and ultimately to take the courage to share their knowledge themselves. Further advantages:

Public "liking" offers the opportunity to achieve maximum impact with minimum effort: - An opinion or statement whose time has come... quickly becomes
visible through x-fold likes

  • A like from a person with a large network can potentially have "any" amount of impact. For example, if a manager specifically likes a topic, more employees may become aware of it.

  • A survey to 1000 employees involves a lot of effort, both in terms of preparation and in terms of answering and returning the survey. A post in a large chat community can quickly reach 1000 responses and can be captured by anyone in just a few seconds.

Sources:

https://harald-schirmer.de/2019/04/07/likes-sind-mehr-als-wertschaetzung/
https://www.honestly.de/blog/konstruktives-feedback-10-goldene-regeln/

Becoming visible - "Working out Loud" (WOL)

The term "working out loud" was coined by Bryce Williams and John Stepper in 2010. The idea behind it: Making your own knowledge and work visible so that everyone can benefit from it. It is therefore about a change in mindset and about appreciative and transparent collaboration across departmental, national and company boundaries.

Numerous free instructions and tasks ("Circle Guides") have been created in the context of Working out loud.

The 5 principles behind Working out Loud

Relationships

Building a social network creates relationships that are helpful for both sides, professionally and privately. These relationships are consistently cultivated and expanded.

Generosity

True generosity expects nothing in return. According to this principle, knowledge and information is shared, feedback is offered and valuable tips are provided. In practice, this can also take the form of concrete support for projects, for example.

Visible Work

This means making your work visible, showing what you are currently working on and what interim results have already been achieved. Others can benefit from these findings, duplication of work and errors are avoided because you can build on the experience of others.

Purposeful discovery

Everyone pursues their own individual learning goal and bases their activities on this. But even outside the Circle, it is important to work on goals in a focused and disciplined manner.

A Growth Mindset

On the one hand, the feedback and expertise of others helps you to continuously improve. On the other hand, you learn to appreciate the views of others, to leave or expand your own comfort zone and to see change as an opportunity. People with a growth mindset are curious about and open to everything that the world of work and life have to offer.

Sources: https://www.projektmagazin.de/artikel/working-out-loud-bessere-zusammenarbeit
https://www.workingoutloud.com/

As part of lernOS, the topics from Working Out Loud are covered in the "lernOS for you" guide in the Openness & Networking learning path.

If you want to know more about these topics:
Overview - lernOS for you guide (cogneon.github.io) [GERMAN]

https://en.wikipedia.org/wiki/Knowledge_management

https://vonneuem.de/wissensmanagement-die-moderne-art-des-wissenstransfers/ [GERMAN]

https://qaspire.com/5-elements-of-working-out-loud-by-johnstepper/

https://de.wikipedia.org/wiki/Working_out_loud [GERMAN]

https://wol.wiki/en/start