Difference between revisions of "Knowledge"

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:''For the HR paradigm definition of Knowledge see [[Knowledge (HR)]]''
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==Definition==
 
==Definition==
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<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.
  
== Summary ==
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<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.
Knowledge is a mix of experiences, values, contextual information and expert insight for [[Acquisition|acquiring]], understanding and interpreting information. Together with [[Attitude|attitudes]] and [[Skill|skills]], it forms a capacity for effective action.
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It is part of the data-information-knowledge-wisdom value-added chain.
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Knowledge has several dimensions: types ([[Explicit knowledge|explicit]], [[Implicit knowledge|implicit]], [[Tacit knowledge|tacit]]), holders (individual, group, organizational, sector), levels (know-why, know-what, know-how).
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Knowledge is an asset, it is not static and continually progresses through a lifecycle.
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==Description==
 
==Description==
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.
 
Table 1 shows some of the definitions:
 
 
[[File:Definitions of knowledge.PNG|thumb|right|500px|Table 1. Definitions of knowledge]]
 
[[File:Definitions of knowledge.PNG|thumb|right|500px|Table 1. Definitions of knowledge]]
Many [[Knowledge model|knowledge models]] exist. Two of the more practical models are described below
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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.
====Know-why,know-how,know-what knowledge model====
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[[File:WWW.png|thumb|right|500px|Fig. 1. Know-why,know-how,know-what knowledge model]]
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[[Know-how]] usually refers to knowledge on how to accomplish something and implies practical knowledge or skills giving the holder of such knowledge the ability to execute tasks of a practical nature. [[Know-what]] often refers to the facts about a certain subject. [[Know-why]] refers to the knowledge about  theoretical knowledge and an understanding of causal relationships, interactive effects and uncertainty levels associated with a given situations which can be used to find new solutions and solve problems.
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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.
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The many aspects of this fundamental topic are well covered in the Wikipedia (http://en.wikipedia.org/wiki/Knowledge).
  
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.
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Table 1 shows some of the definitions:
  
====Domains knowledge model====
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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.
[[File:KD.png|thumb|right|500px|Fig. 2. Domains knowledge model]]
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Knowledge has many dimensions:
  
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In the same way that an automotive vehicle may be described in terms of many dimensions such as:
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# Materials: Metal, Rubber, Glass etc.
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# Components: Wheels, Engine, Passenger compartment, etc.
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# Colours : Black, Red, Grey etc.
  
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So also can Knowledge be described in terms of a number of different dimensions such as:
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# Domains – technical, organisational, societal etc.
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# States – Explicit, implicit, tacit etc.
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# Levels – Know-why, know-how, know-what etc.
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# Representations – Documents, models, pictures etc.
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# Categories – Good practices, lessons, standards etc.
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# Artefacts – Buildings, tools, equipment, etc.
  
definitions
 
For our purpose, the following definition will be used:
 
  
Know-how is a term for practical knowledge on how to accomplish something, as opposed to “know-what” (facts), “know-why” (science)
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'''Knowledge models:'''
Knowledge is 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 action.
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It is important to recognize the distinction between knowledge, [[Information | information]] and [[Data | data]]. Raw data become information in the context of creation, information becomes knowledge in the context of use, meaning that a human agent (the recipient) with the appropriate background is required (who might act based on this knowledge). Knowledge may eventually lead to wisdom. Fig. 1 shows  these relationships.
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[[File:Information-knowledge.PNG|thumb|right|500px|Fig 1. The relationship of data, information and knowledge]]
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Many knowledge exist that refer to these different dimensions. Knowledge models are described in [[Knowledge model | this article]].
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Knowledge is considered an asset to be managed, it could be an input, it may be embedded in work methods (i.e. part of a process) or it can be a product (i.e. an output). Knowledge may often be time dependent or contextual, and must be maintained and renewed.  
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Knowledge is not static, it goes through different stages of a [[Knowledge lifecycle | lifecycle]] (i.e. creating, using, sharing, preserving)
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<!--  content integrated into the articel "Knowledge Model"
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====Know-why,know-how,know-what knowledge model====
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=====Description=====
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[[File:WWW.png|thumb|right|500px|Fig. 1. Know-why,know-how,know-what knowledge model]]
  
In the concept of knowledge, different dimensions are usually considered, e.g. types of knowledge, knowledge holders, knowledge levels (know-why, know-what, know-how etc.)
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[[Know-how]] usually refers to {{Know-how}}This means {{Skill}}[[Know-what]] is {{Know-what}} [[Know-why]] refers to {{Know-why}}.
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===Types of knowledge===
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There are three types of knowledge that are widely recognized — [[Explicit knowledge |explicit]], [[Implicit knowledge |implicit]] and [[Tacit knowledge |tacit]] — as depicted in the diamond model in Fig. 2,. The top half of the diamond represents explicit knowledge — or conscious level knowledge — which has either already been codified or could be codified. The bottom half of the diamond represents unconscious knowledge — both implicit knowledge and tacit knowledge. The former can be codified if brought to the conscious level. However, the latter cannot be codified directly because it is at the deep-unconscious level. Fig. 3, the Iceberg model of knowledge, is a popular representation of the relationship between explicit and tacit knowledge (the implict knowledge is subsumed under tacit knowledge, a simplification often found in the literature).
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[[File:ExplicitImplicitTacit.PNG|thumb|right|500px|Fig 2. Explicit, implicit and tacit knowledge]]
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[[File:Knowledge-Iceberg-Model.jpg|thumb|right|500px|Fig 3. The Iceberg Model of Knowledge]]
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*[[Explicit knowledge]]
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=====Example=====
*[[Implicit knowledge]]
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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.
*[[Tacit knowledge]]
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=====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.
  
As seen in Fig.2. only some part of the explicit knowledge is codified, i.e. documented. All other types of knowledges are undocumented. Therefore '''undocumented knowledge''' can be of any type: explicit, implicit or tacit
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====Proficiency, codification, diffusion model====
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=====Description=====
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Knowledge has three attributes whose values can be managed by knowledge management. These three attributes are:
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# level of proficiency (P)
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# level of codification (C)
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# level of diffusion (D)
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[[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.
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[[Codification]] refers to the transformation of knowledge into a human-readable format.
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[[Diffusion]] refers to the number of people who hold knowledge in any given area and the means to spread that knowledge.
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=====Example=====
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=====Practical application in KM=====
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====Domains knowledge model====
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=====Description=====
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[[File:KD.png|thumb|right|500px|Fig. 2. Domains knowledge model]]
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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.
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=====Example=====
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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]].
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=====Practical application in KM=====
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Practical tools for managing domains include [[Ontology|ontolgies]] which describe knowledge of a specific domain through concepts in their relation to other concepts.
  
===Knowledge holders ===
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===Explicit,implicit,tacit knowledge model===
Knowledge exists in different forms and at different levels: individual (link), group, [[Organizational knowledge | organization]], sector (e.g. [[Nuclear knowledge]]). Although it originates in the minds of individuals, in organizations it often becomes embedded not only in documents or repositories but also in organizational routines, processes, practices, and norms.
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=====Description=====
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[[File:Knowledge-Iceberg-Model.jpg|thumb|right|500px|Fig 3. The Iceberg model of tacit and explicit knowledge]]
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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.)
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* [[Explicit knowledge |Explicit]] is {{Explicit knowledge}}
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* [[Implicit knowledge |Implicit]] is {{Implicit knowledge}}
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* [[Tacit knowledge |Tacit]] is {{Tacit knowledge}}
  
===Knowledge levels===
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=====Example=====
In practice, a categorization of knowledge by levels is insightful. Those levels are often referred to as know-how, know-why, know-what, know-who, know-when, know-where, the most important ones being know-what (knowledge of facts), know-how (skills), and know-why (theoretical understanding). Know-what is the factual knowledge of all relevant information needed to understand increasingly complex concepts and patterns, and to take appropriate, normed action. Know-how relates to skills allowing to carry out specific tasks. It permits people to determine which treatment is best in given situations, and deciding on different courses of actions. It may be codified in procedures. Know-why as the hightest knowledge level gives the individual a deep understanding of causal relationships, interactive effects and uncertainty levels associated with a given situations, leading to new solutions or non-norm actions.  
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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.
  
A learning organization should provide educational and training means for its staff to obtain the necessary knowledge levels in order to accomplish the tasks and activities as stated in the job description.
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=====Practical application in KM=====
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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]].
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-->
  
 
== References ==
 
== References ==
  
[1] KURONEN, BIT Research Center, Helsinki University of Technology, “What is tacit knowledge in NPP maintenance and what are the prerequisites for sharing it?”, CSNI International Workshop, Ottawa, Canada, 3-5 October 2005.
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[1] DAVENPORT, T.H., PRUSAK, L., Working Knowledge: How Organizations Manage What They Know, Harvard Business School Press, Boston, MA (2000).
  
[2] DAVENPORT, T.H., PRUSAK, L., Working Knowledge: How Organizations Manage What They Know, Harvard Business School Press, Boston, MA (2000).
 
 
[3] INTERNATIONAL 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).
 
 
[4] INTERNATIONAL ATOMIC ENERGY AGENCY, Planning and Execution of Knowledge Management Assist missions for Nuclear Organizations, IAEA-TECDOC-1586, IAEA, Vienna (2008).
 
 
[5] INTERNATIONAL ATOMIC ENERGY AGENCY, Knowledge Management for Nuclear Industry Operating Organizations, IAEA-TECDOC-1510, IAEA, Vienna (2006).
 
  
 
==Related articles==
 
==Related articles==
  
[[Nuclear knowledge]]
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[[Data]]
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 +
[[Information]]
  
 
[[Tacit knowledge]]
 
[[Tacit knowledge]]
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[[Explicit knowledge]]
 
[[Explicit knowledge]]
 
[[Knowledge processes]]
 
  
 
[[Knowledge lifecycle]]
 
[[Knowledge lifecycle]]
  
[[Critical knowledge]]
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[[Template:Know-why |Know-why]]
  
[[Data]]
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[[Template:Know-how |Know-how]]
 
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[[Information]]
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[[Knowledge asset]]
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[[Template:Know-what |Know-what]]
  
[[Intellectual capital]]
 
  
 
[[Category:Knowledge]]
 
[[Category:Knowledge]]
[[Category:Exemplar]]
 

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:

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

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

  1. Domains – technical, organisational, societal etc.
  2. States – Explicit, implicit, tacit etc.
  3. Levels – Know-why, know-how, know-what etc.
  4. Representations – Documents, models, pictures etc.
  5. Categories – Good practices, lessons, standards etc.
  6. 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).


Related articles

Data

Information

Tacit knowledge

Implicit knowledge

Explicit knowledge

Knowledge lifecycle

Know-why

Know-how

Know-what