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June 2006 IMT 589 KM
Th
e I
nfo
rmati
on
Sch
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of
the U
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IMT 589 KM Knowledge Management Institute
Introduction
Robert M. Mason
(special thanks to Jochen Scholl, who provided some slides that have been adapted for this session)
June 2006
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IMT 589 KM Institute Mason; p. 2
Topical Overview• What is the point of managing knowledge?
• What does it mean to manage knowledge?
• How do we distinguish data, information, knowledge, and wisdom?
June 2006
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IMT 589 KM Institute Mason; p. 3
Why Manage Knowledge?
June 2006
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IMT 589 KM Institute Mason; p. 4
What is “Information?”
• In a few words, what is your definition?
• How does information differ from knowledge?
In a few words, please give your definition
June 2006
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IMT 589 KM Institute Mason; p. 5
An Information Exercise
232456622What do you see? Data? Information?
232-45-6622Now what do you see?
June 2006
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IMT 589 KM Institute Mason; p. 6
What do you see here ?
June 2006
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IMT 589 KM Institute Mason; p. 7
What do you see here ?
June 2006
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IMT 589 KM Institute Mason; p. 8
What do you see here ?
Th
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IMT 500b Mason; p. 9
What can a stone-age person from New Guinea see in this
picture ?
June 2006
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IMT 589 KM Institute Mason; p. 10
What do we learn from this ?
• Need knowledge• Experience• Context
June 2006
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IMT 589 KM Institute Mason; p. 11
ObservationsInformation Is…
• In the eye of the beholderCan you discern meaning?
Data vs. noise
Does it provide an answer to a question?Data vs. information
• Context-sensitive– Time (historical dimension)– Group– Culture/Code/language– Prior knowledge
June 2006
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IMT 589 KM Institute Mason; p. 12
Observations
• Recursive Relationship:– Data and information require (prior) knowledge– Knowledge is built up from information and data
• Information is socially constructed, it is not a “given” – “…[W]e must call into question that the idea that the
world is pregiven and that cognition is representation. In cognitive science, this means that we must call into question the idea that information exists ready-made in the world and that it is extracted by a cognitive system…”
Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind : cognitive science and human experience. Cambridge, Mass.: MIT Press, p. 140
June 2006
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IMT 589 KM Institute Mason; p. 13
Philosophical Perspectives
• Positivist: Reality exists as an objective world separate from ourselves; research enables us to observe it and deduce the rules that govern its behavior
• Social Constructionist: There is a physical world, but our understanding of it comes from our interacting with it and with others. “Reality” is determined by agreement among a culture.
• Example: 3 baseball umpires
June 2006
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IMT 589 KM Institute Mason; p. 14
Knowledge (Some Other Definitions)
• K = I + U (Knowledge is equal to Information plus Understanding) (Brooking)
• Knowledge is information in a context that supports proper decisions and actions (Penny)
• The idea that knowledge can be slotted into a data-to-wisdom hierarchy is bogus (Stewart)
June 2006
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IMT 589 KM Institute Mason; p. 15
KnowingMENO. And how will you inquire, Socrates, into
that which you do not know? What will you put forth as the subject of inquiry? And if you find what you want, how will you ever know that this is the thing which you did not know?
SOCRATES. I know, Meno, what you mean; but just see what a tiresome dispute you are introducing. You argue that a man cannot inquire either about that which he knows, or about that which he does not know; for if he knows, he has no need to inquire; and if not, he cannot; for he does not know the very subject about which he is to inquire? [p. 4] Plato, Meno
June 2006
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IMT 589 KM Institute Mason; p. 16
Stocks and Flows in IM
KnowledgeStock
LearningUnlearning
Forgetting
June 2006
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IMT 589 KM Institute Mason; p. 17
The Tacit Dimenson
“We know more than we can say”-- Polanyi, 1967
• Tacit dimension:– Present but inexpressible
– “Intuition”
– Subconscious knowledge
– Motor skills
• All knowledge has a tacit dimension
June 2006
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IMT 589 KM Institute Mason; p. 18
Experiential Learning Cycle
(Kolb, 1984)ConcreteExperience
Reflective Observation
AbstractConceptualization
Active Experimentation
June 2006
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IMT 589 KM Institute Mason; p. 19
Information and Learning
Choo, 2001
June 2006
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IMT 589 KM Institute Mason; p. 20
Information “Value Chain”
Sensory Awareness
Creation Access / Transfer
Application
Interpretation
Storage
June 2006
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IMT 589 KM Institute Mason; p. 21
Data, Information, & Knowledge
Choo, 2001
June 2006
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IMT 589 KM Institute Mason; p. 22
Knowing and Not Knowing
Choo, 2001
After Joseph Luft and Harry Ingham, 1969
June 2006
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IMT 589 KM Institute Mason; p. 23
Managerial Challenges
Organizational
TechnologicalSocial
June 2006
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IMT 589 KM Institute Mason; p. 24
Organizational Learning
Huysman et al, 2002
June 2006
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IMT 589 KM Institute Mason; p. 25
Information Problem Spaces
Puzzles Problems
Wicked
Problems
After Michael Pidd, 2004
June 2006
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IMT 589 KM Institute Mason; p. 26
Information (Knowledge)
Management “System”• Infrastructure– Technology– People– Processes
• Culture of knowledge sharing• Forums: places (physical, virtual)
for working through issues
June 2006
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IMT 589 KM Institute Mason; p. 27
Spanning the Boundary
LEVELo Syntactic
• Semantic
Pragmatic
APPROACHo Technical
standardso Vocabulary
• Databases• Metadata
Dialogue Conferences
June 2006
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IMT 589 KM Institute Mason; p. 28
Examples: Pragmatic Level
Maps, models, incentivesDialogue: develop mutual
understanding“Workout” sessions (GE)Forums (Buckman Labs, NASA)
June 2006
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IMT 589 KM Institute Mason; p. 29
Concluding Food for Thought
Von Glasersfeld (1995)Knowledge is not passively received, but built
up by the cognizing subjectThe function of cognition is adaptive and the
serves the organization of the experiential world, not the discovery of ontological reality (p. 18)
Maturana & Varela (1981)Everything said is said by an observer to another observer that could be himself
June 2006
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IMT 589 KM Institute Mason; p. 30
Think again about the stone-age tribesman who
sees this image