Difference between revisions of "Knowledge"

Latest revision as of 13:53, 7 March 2016

Definition

A mix of experiences, values, contextual information and expert insight for acquiring, understanding and interpreting information. Together with attitudes and skills, it forms a capacity for effective actions.

Note1: Knowledge is a combination of ‘knowing facts’ about and ‘knowing how’ to do something. It refers to a body of facts and principles accumulated by humankind over the course of time. It is distinct from information as knowledge is information that has a purpose or use. Data leads to information and information leads to knowledge. Knowledge confers a capacity for effective action.

Note2: The draft version of ISO 9001E 2014 defines knowledge as available collection of information (3.50) being a justified belief and having a high certainty to be true.

Description

Table 1. Definitions of knowledge

Since the time of the earliest philosophers men and women have attempted to both understand and define the concept of knowledge, however, no single definition of knowledge exists that has been generally agreed upon.

The many aspects of this fundamental topic are well covered in the Wikipedia (http://en.wikipedia.org/wiki/Knowledge).

Table 1 shows some of the definitions:

For example from this table we can see that Davenport and Prusak define knowledge as, "a fluid mix of framed experience, contextual information, values and expert insight that provides a framework for evaluating and incorporating new experiences and information." Knowledge by this definition therefore includes skills [1]. In the HR paradigm, there is a different definition of knowledge used by HR professionals that excludes skills from the definition of knowledge.

Knowledge has many dimensions:

In the same way that an automotive vehicle may be described in terms of many dimensions such as:

Materials: Metal, Rubber, Glass etc.
Components: Wheels, Engine, Passenger compartment, etc.
Colours : Black, Red, Grey etc.

So also can Knowledge be described in terms of a number of different dimensions such as:

Domains – technical, organisational, societal etc.
States – Explicit, implicit, tacit etc.
Levels – Know-why, know-how, know-what etc.
Representations – Documents, models, pictures etc.
Categories – Good practices, lessons, standards etc.
Artefacts – Buildings, tools, equipment, etc.

Knowledge models:

Many knowledge exist that refer to these different dimensions. Knowledge models are described in this article.

References

[1] DAVENPORT, T.H., PRUSAK, L., Working Knowledge: How Organizations Manage What They Know, Harvard Business School Press, Boston, MA (2000).

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-'''Source: ''' [[Planning and Execution of Knowledge Management Assist Missions for Nuclear Organizations]]
-==Summary==
-==Description 1==
+:''For the HR paradigm definition of Knowledge see [[Knowledge (HR)]]''
+-->
+==Definition==
+{{ {{PAGENAME}} }}
-Since the time of the earliest philosophers men and women have attempted to both understand and define the concept of knowledge. There is no generic form of words that can adequately express what we understand to be knowledge. However, the following definition [5] can be offered as one that meets the needs of this report:
+<i>Note1:</i> Knowledge is a combination of ‘knowing facts’ about and ‘knowing how’ to do something. It refers to a body of facts and principles accumulated by humankind over the course of time. It is distinct from information as knowledge is information that has a purpose or use. Data leads to information and information leads to knowledge. Knowledge confers a capacity for effective action.
-“Knowledge is a fluid mix of framed experience, values, contextual information, and expert insight that provides a framework for evaluating and incorporating new experiences and information. It originates in the minds of knowers. In organizations, it often becomes embedded not only in documents or repositories but also in organizational routines, processes, practices, and norms.”
-It is very difficult, in a publication about the management of radioactive waste knowledge, to use specific terminology in an absolutely accurate and consistent way where the subject (the knowledge) can be framed in so many ways. Figure 1 shows how knowledge is created.
-[[File:Information-knowledge.PNG|thumb|right|500px|Fig 1. The relationship of information and knowledge]]
+<i>Note2:</i> The draft version of ISO 9001E 2014 defines knowledge as available collection of information (3.50) being a justified belief and having a high certainty to be true.
-Reference will be made in this report to ‘contextual information’. This is information that helps the reader to understand, to recognize value, relevance, constraints and trustworthiness of other information — particularly if that information is highly complex and specialized. It will, inter alia, help the reader to answer questions such as ‘why should I believe this information?’, ‘what value can I attribute to this information?’ and ‘can I use this information to create new knowledge?’ The International Council on Archives (ICA) has published guidance on the management of contextual information in the field of safety of radioactive waste disposal facilities [6].
+==Description==
-The IAEA has compiled a glossary of knowledge management terms [7] that are particularly applicable in the nuclear sector. The following sections contain brief descriptions of the important terms, as used in this report. The aim here is achieve consistency within this report.
+[[File:Definitions of knowledge.PNG|thumb|right|500px|Table 1. Definitions of knowledge]]
+Since the time of the earliest philosophers men and women have attempted to both understand and define the concept of knowledge, however, no single definition of knowledge exists that has been generally agreed upon.
-=== Knowledge types ===
+The many aspects of this fundamental topic are well covered in the Wikipedia (http://en.wikipedia.org/wiki/Knowledge).
-When reading this report, knowledge should be thought of as not just documented information but also undocumented personal insight, experience and skills. Thus, knowledge extends beyond pure information, because it includes the means for understanding and interpreting it in the way intended by the person who created it.
+Table 1 shows some of the definitions:
-There are three different types of knowledge to which reference is often made: explicit, implicit and tacit. These are briefly discussed below — further information can be found in the NKM Glossary (see Ref. [7]) and related IAEA guidance [8].
+For example from this table we can see that Davenport and Prusak define knowledge as, "a fluid mix of framed experience, contextual information, values and expert insight that provides a framework for evaluating and incorporating new experiences and information." Knowledge by this definition therefore includes skills [1]. In the HR paradigm, there is a different definition of knowledge used by HR professionals that excludes skills from the definition of knowledge.
-==== [[Explicit knowledge]] ====
-==== [[Implicit knowledge]] ====
+Knowledge has many dimensions:
-==== [[Tacit knowledge]]====
+In the same way that an automotive vehicle may be described in terms of many dimensions such as:
+# Materials: Metal, Rubber, Glass etc.
+# Components: Wheels, Engine, Passenger compartment, etc.
+# Colours : Black, Red, Grey etc.
-'''Source:''' [[Knowledge management for radioactive waste management organisations]]
+So also can Knowledge be described in terms of a number of different dimensions such as:
+# Domains – technical, organisational, societal etc.
+# States – Explicit, implicit, tacit etc.
+# Levels – Know-why, know-how, know-what etc.
+# Representations – Documents, models, pictures etc.
+# Categories – Good practices, lessons, standards etc.
+# Artefacts – Buildings, tools, equipment, etc.
-== Description 2 ==
-{{Knowledge}}
+'''Knowledge models:'''
-'''Source:''' [[Knowledge Management for Nuclear Industry Operating Organizations]]
+Many knowledge exist that refer to these different dimensions. Knowledge models are described in [[Knowledge model | this article]].
-== Description 3 ==
+<!--   content integrated into the articel "Knowledge Model"
+====Know-why,know-how,know-what knowledge model====
+=====Description=====
+[[File:WWW.png|thumb|right|500px|Fig. 1. Know-why,know-how,know-what knowledge model]]
-Before any meaningful discussion about KP can be undertaken, it is important to first clarify what is meant by
+[[Know-how]] usually refers to {{Know-how}}This means {{Skill}}[[Know-what]] is {{Know-what}} [[Know-why]] refers to {{Know-why}}.
-‘knowledge’. Many definitions of the term are used in literature, but they do not all agree. Fig 1 [2–7] provides
-some of the more widely cited definitions found.
-[[File:Definitions of knowledge.PNG|thumb|right|500px|Fig 1. Definitions of knowledge]]
+=====Example=====
+A simple example to illustrate this is the need for different types of knowledge when jumping into deep water. Know-how is the ability to swim, know-what is knowing what arm and leg actions are required as they may be presented in a written instruction manual on swimming. Know-why may include an understanding of Archimede's principle and Newton's third law.
+=====Practical application in KM=====
+This model can be extended to include other aspects of knowledge. As well as know-how, know-why, know-what, we can add know-who, know-when, know-where. This is a useful model for knowledge [[Retention|retention]] and [[Transfer|transfer]] leading to the employment of practical tools for [[Elicit|eliciting]] and [[Capture|capturing]] knowledge. For example a [[Personal network map]] is one example of a tool used for transfering know-who, know-when and know-where.
-In general, academics agree there are three different types of knowledge: explicit, implicit and tacit.
+====Proficiency, codification, diffusion model====
+=====Description=====
+Knowledge has three attributes whose values can be managed by knowledge management. These three attributes are:
+# level of proficiency (P)
+# level of codification (C)
+# level of diffusion (D)
+[[Proficiency]] refers to how much of a particular [[Capability|capability]] a person or team has. It is the degree of mastery of a [[Skill|skill]] or area of knowledge.
+[[Codification]] refers to the transformation of knowledge into a human-readable format.
+[[Diffusion]] refers to the number of people who hold knowledge in any given area and the means to spread that knowledge.
+=====Example=====
+=====Practical application in KM=====
-===[[Explicit knowledge]]===
+====Domains knowledge model====
+=====Description=====
+[[File:KD.png|thumb|right|500px|Fig. 2. Domains knowledge model]]
+All knowledge can be subdivided onto knowledge domains. Each is the content of a particular field  or area of knowledge. In knowledge management domains are often defined by the scope of [[Communities of practice]], [[Taxonomy|taxonomies]] or [[Educational courses]] and are useful subdivisions of knowledge into which to organise knowledge repositories.
+=====Example=====
+At a macro scale, examples of domains might be Chemistry, Physics, Biology or at a smaller scale the domain of Physics may be subdivided into many more domains such as Classical Mechanics, Electricity and Magnetism, Modern Physics, Optics, Thermodynamics etc. A list of nuclear knowledge domains can be found in [[List of nuclear knowledge domains]].
+=====Practical application in KM=====
+Practical tools for managing domains include [[Ontology|ontolgies]] which describe knowledge of a specific domain through concepts in their relation to other concepts.
-===[[Implicit knowledge]] ===
+===Explicit,implicit,tacit knowledge model===
+=====Description=====
+[[File:Knowledge-Iceberg-Model.jpg|thumb|right|500px|Fig 3. The Iceberg model of tacit and explicit knowledge]]
+It is useful to identify three types of knowledge: [[Explicit knowledge |Explicit]], [[Tacit knowledge |tacit]] and [[Implicit knowledge |implicit]]. Each requires different approaches to its management. The model is often illustrated with reference to an iceberg (Fig. 3.)
+* [[Explicit knowledge |Explicit]] is {{Explicit knowledge}}
+* [[Implicit knowledge |Implicit]] is {{Implicit knowledge}}
+* [[Tacit knowledge |Tacit]] is {{Tacit knowledge}}
-=== [[Tacit knowledge]] ===
+=====Example=====
+Much of what can be descirbe for the swimming example above under the "know-why,know-how,know-what" model can also be said of this model, where Tacit knowledge is broadly equivalent to know-how and explicit knowledge is equivalent to know-what.
-===Knowledge===
+=====Practical application in KM=====
+A corollary to the model is that usually only part of the explicit knowledge is codified and thus represents an opportunity for knowledge [[Capture|capture]].
+-->
-In this report, knowledge is defined to include tacit, implicit and explicit knowledge, meaning it encompasses
+== References ==
-everything from technical information laid down on paper or in electronic media to insights or capabilities and
-skills embodied in people. Knowledge then clearly extends beyond just information. It includes the expertise
-required to turn raw data or information into understanding (i.e. the ability to find a meaningful interpretation of
-relevant issues using information). Knowledge may be applied for such purposes as problem solving and learning;
-forming judgments and opinions; decision making, forecasting and strategic planning; and generating feasible
-options for action so that action can be taken to achieve desired results. Knowledge also protects intellectual assets
-from decay, augments intelligence and provides increased flexibility.
-'''Source:''' [[Comparative Analysis of Methods and Tools for Nuclear Knowledge Preservation]]
+[1] DAVENPORT, T.H., PRUSAK, L., Working Knowledge: How Organizations Manage What They Know, Harvard Business School Press, Boston, MA (2000).
-==Description 4==
-Knowledge can be challenging to define as it involves complex relationships between data and information, and also in the methods and environment with which it is processed and applied by humans. The definition of knowledge used by the IAEA is as follows:
-The acquiring, understanding and interpreting of information. Knowledge is often used to refer to a body of facts and principles accumulated by humankind over the course of time.
+==Related articles==
-[[Explicit knowledge]] is knowledge that can be easily expressed in documents.
+[[Data]]
-[[Implicit knowledge]] and [[Tacit knowledge]] represent knowledge that people carry in their heads.
+[[Information]]
-In this document, [[Knowledge]] is considered to include everything from explicit knowledge, or technical information that is documented on paper or electronic media, to tacit knowledge, which includes insights, capabilities and skills embodied in people.
+[[Tacit knowledge]]
-Knowledge is distinct from [[Data]] and [[Information]] in the sense that data leads to information and information leads to knowledge. Knowledge includes the expertise required to turn raw information into an understanding of the relevant issues and provide a meaning to the information. In practical terms, knowledge confers a capacity for effective action.
+[[Implicit knowledge]]
+[[Explicit knowledge]]
-'''Source''' [[Guide on nuclear knowledge management]]
+[[Knowledge lifecycle]]
-==Description 5==
+[[Template:Know-why |Know-why]]
-Knowledge is distinct from information as knowledge is information that has a
-purpose or use. Data leads to information and information leads to knowledge. Knowledge
-confers a capacity for effective action.
-Knowledge may be applied to such purposes as problem solving and learning, forming
+[[Template:Know-how |Know-how]]
-judgments and opinions; decision making, forecasting and strategic planning; generating
-feasible options for action and taking actions to achieve desired results. Knowledge also
-protects intellectual assets from decay, augments intelligence and provides increased
-flexibility.
-[[Explicit knowledge]] is contained in documents, drawings, calculations, designs, databases, procedures and manuals. Explicit knowledge implies declared knowledge (i.e., knowledge that is conscious to the knowledge bearer). Explicit knowledge is why it is not a problem for the employee to tell about rules and obviously learned facts. Very often this knowledge is already written down in books. Examples that contain explicit knowledge include NPP documentation and databases such as a website, an operational manual, records or a report of research findings.
+[[Template:Know-what |Know-what]]
-[[Implicit knowledge]] and [[tacit knowledge]] are held in a person’s mind and have typically not been captured or transferred in any form (if they had, they would then become [[explicit knowledge]]). Compared with [[explicit knowledge]], such knowledge is more difficult to articulate or write down and so it tends to be shared between people through discussion, stories and personal interactions. It includes skills, experiences, insight, intuition and judgment.
-[[Implicit knowledge]] is difficult to reveal, but it is still possible to be recorded. Usually knowledge bearers cannot recall this knowledge by themselves, because the information is too obvious to them. Some authorities draw a distinction between tacit and implicit knowledge, defining [[tacit knowledge]] as that which cannot be written down, and implicit knowledge as that which can be written down but has not been written down yet. In this context, [[explicit knowledge]] is defined as that which has already been written down.
-[[Tacit knowledge]] has been called ‘what we know but don’t know we know’. It is the most difficult type of knowledge to recall and, thus, to transfer. [[Tacit knowledge]] includes knowledge about topics such as how to ride a bicycle or how to talk. These examples describe knowledge everybody just has. However, every individual possesses a lot of [[tacit knowledge]]. Employees, for example, tacitly know how they persuade other people, how to behave in different situations, or how to organize a meeting. Such knowledge cannot be completely
-explained, since it is wholly embodied in the individual, rooted in practice and experience, expressed through skillful execution, and transmitted by apprenticeship and training through watching and doing forms of learning.
-Sometimes [[Tacit knowledge]] is used as alternative terminology for [[Implicit knowledge]];
-however, technically, the two identify different categories of knowledge.
-See [[Information)], [[Intellectual assets)] and [[Critical knowledge)].
-'''Source: ''' [[Planning and Execution of Knowledge Management Assist Missions for Nuclear Organizations]]
-== References ==
-[5] DAVENPORT, T.H., PRUSAK, L., Working Knowledge: How Organizations Manage What They Know, Harvard Business School Press, Boston, MA (2000).
-[6] INTERNATION COUNCIL ON ARCHIVES, Radioactive Waste Information: Meeting Our Obligations to Future Generations with Regard to Safety of Waste Disposal Facilities, ICA Study 18, ICA, Paris (2006).
-[7] INTERNATIONAL ATOMIC ENERGY AGENCY, Planning and Execution of Knowledge Management Assist missions for Nuclear Organizations, IAEA-TECDOC-1586, IAEA, Vienna (2008).
-[8] INTERNATIONAL ATOMIC ENERGY AGENCY, Knowledge Management for Nuclear Industry Operating Organizations, IAEA-TECDOC-1510, IAEA, Vienna (2006).
-==Related articles==
-[[Nuclear knowledge]]
-[[Tacit knowledge]]
-[[Implicit knowledge]]
-[[Explicit knowledge]]
 [[Category:Knowledge]]

Difference between revisions of "Knowledge"

Latest revision as of 13:53, 7 March 2016

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