Difference between revisions of "Knowledge"
(→Definition) |
(→Definition) |
||
| Line 13: | Line 13: | ||
{{PAGENAME}} is {{ {{PAGENAME}} 3 }} | {{PAGENAME}} is {{ {{PAGENAME}} 3 }} | ||
| − | '''Source: ''' [[Planning and Execution of Knowledge Management Assist Missions for Nuclear Organizations]]<br/> | + | '''Source: ''' [[Planning and Execution of Knowledge Management Assist Missions for Nuclear Organizations]]<br/><br/> |
{{PAGENAME}} is {{ {{PAGENAME}} 4 }}<br/> | {{PAGENAME}} is {{ {{PAGENAME}} 4 }}<br/> | ||
Revision as of 14:35, 25 July 2013
,
Definition
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 actions.
Knowledge is Template:Knowledge 2
Knowledge is Template:Knowledge 3
Source: Planning and Execution of Knowledge Management Assist Missions for Nuclear Organizations
Knowledge is Template:Knowledge 4
Source: Nuclear engineering education: A competence-based approach in curricula development
Summary
Description
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: “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.
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]. 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.
Knowledge types
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. 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].
Explicit knowledge
Implicit knowledge
Tacit knowledge
Source: Knowledge management for radioactive waste management organisations
Description
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.
Source: Knowledge Management for Nuclear Industry Operating Organizations
Description
Before any meaningful discussion about KP can be undertaken, it is important to first clarify what is meant by ‘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.
In general, academics agree there are three different types of knowledge: explicit, implicit and tacit.
Explicit knowledge
Implicit knowledge
Tacit knowledge
Knowledge
In this report, knowledge is defined to include tacit, implicit and explicit knowledge, meaning it encompasses 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
Description
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.
Explicit knowledge is Template:Explicit knowledge 2
Implicit knowledge and tacit knowledge represent Template:Implicit knowledge 2
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.
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.
Source Guide on nuclear knowledge management
Description
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 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.
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
Description
The description of the knowledge covers in a structured way the documentation/writing, verification and validation of the information. In the phase of description the designated users of the knowledge have to be defined together with the levels of access to the data. There are several procedures methods, IT tools, templates supporting description [related docs: ] Organizational and individual responsibilities regarding description tasks should be clearly stated and well defined.
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
Development of nuclear knowledge
Historical development of nuclear knowledge
