Difference between revisions of "Capture"
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the process includes two groups of activities; the first being the capture of tacit knowledge and the second involving | the process includes two groups of activities; the first being the capture of tacit knowledge and the second involving | ||
the capture of explicit knowledge. | the capture of explicit knowledge. | ||
| + | |||
| + | ===Tacit and implicit knowledge=== | ||
| + | The capture of [[Tacit knowledge|tacit]] and/or [[Implicit knowledge|implicit knowledge]] is a more challenging task because such knowledge resides in | ||
| + | a person’s capabilities and expertise. It is an accepted truth that people are not always so open to sharing what they | ||
| + | know, and sometimes they simply do not have time to teach other people. Some good practices used by various | ||
| + | organizations to capture tacit knowledge include: | ||
| + | *Conducting interviews of employees which may be critical to an organization’s functions; | ||
| + | *Formulating questionnaires that successfully capture the tacit knowledge of employees; | ||
| + | *Using knowledge mapping; | ||
| + | *Using photography and video recording in capturing actual activities conducted by experts, such as in workshops, seminars, lectures, experiments, etc.; | ||
| + | *Conducting exit interviews with employees leaving the organization about how they carry out their tasks and duties; | ||
| + | *Conducting mentoring/coaching by experts or senior personnel with younger or newer personnel; | ||
| + | *Shadowing by younger/new/subordinate staff of experts and/or senior staff; | ||
| + | *Encouraging informal communication between experts and novices within an organization; | ||
| + | *Implementing a culture of working in teams inside the organization; | ||
| + | *Conducting self-assessment of each staff member’s achievements; | ||
| + | *Collaborating with communities of practice; | ||
| + | *Implementing on-line collaborations, in which research or projects are done through e-workgroups and for which procedures are available on-line; | ||
| + | *Using process mapping; | ||
| + | *Using laddering techniques. | ||
== References == | == References == | ||
Revision as of 14:55, 8 July 2013
Contents
Definition
Capture is The knowledge process that brings data, information, or knowledge into the organizational knowledge base. A process of capturing the knowledge available within an organization and making it available.
Source: Comparative Analysis of Methods and Tools for Nuclear Knowledge Preservation
Summary
Description 1
After having identified key knowledge and sources of knowledge, the next step is to formulate procedures to capture them. Capture is related to processes that bring data and information into a knowledge system. The processes will consider the KM life cycle and should address factors such as media, format, speed, costs, volume and intellectual property issues. They should also include alternatives for source capture and guidelines for hardcopy publication, preservation of historical documents, standards and quality control procedures. This stage of the process includes two groups of activities; the first being the capture of tacit knowledge and the second involving the capture of explicit knowledge.
Tacit and implicit knowledge
The capture of tacit and/or implicit knowledge is a more challenging task because such knowledge resides in a person’s capabilities and expertise. It is an accepted truth that people are not always so open to sharing what they know, and sometimes they simply do not have time to teach other people. Some good practices used by various organizations to capture tacit knowledge include:
- Conducting interviews of employees which may be critical to an organization’s functions;
- Formulating questionnaires that successfully capture the tacit knowledge of employees;
- Using knowledge mapping;
- Using photography and video recording in capturing actual activities conducted by experts, such as in workshops, seminars, lectures, experiments, etc.;
- Conducting exit interviews with employees leaving the organization about how they carry out their tasks and duties;
- Conducting mentoring/coaching by experts or senior personnel with younger or newer personnel;
- Shadowing by younger/new/subordinate staff of experts and/or senior staff;
- Encouraging informal communication between experts and novices within an organization;
- Implementing a culture of working in teams inside the organization;
- Conducting self-assessment of each staff member’s achievements;
- Collaborating with communities of practice;
- Implementing on-line collaborations, in which research or projects are done through e-workgroups and for which procedures are available on-line;
- Using process mapping;
- Using laddering techniques.
References
[1]
