Personal knowledge management

Last updated

Personal knowledge management (PKM) is a process of collecting information that a person uses to gather, classify, store, search, retrieve and share knowledge in their daily activities ( Grundspenkis 2007 ) and the way in which these processes support work activities ( Wright 2005 ). It is a response to the idea that knowledge workers need to be responsible for their own growth and learning ( Smedley 2009 ). It is a bottom-up approach to knowledge management (KM) ( Pollard 2008 ).

Contents

History and background

Although as early as 1998 Davenport wrote on the importance to worker productivity of understanding individual knowledge processes (cited in Zhang 2009), the term personal knowledge management appears to be relatively new. Its origin can be traced in a working paper by Frand & Hixon (1999).

PKM integrates personal information management (PIM), focused on individual skills, with knowledge management (KM) in addition to input from a variety of disciplines such as cognitive psychology, management and philosophy ( Pauleen 2009 ). From an organizational perspective, understanding of the field has developed in light of expanding knowledge about human cognitive capabilities and the permeability of organizational boundaries. From a metacognitive perspective, it compares various modalities within human cognition as to their competence and efficacy ( Sheridan 2008 ). It is an underresearched area ( Pauleen 2009 ). More recently, research has been conducted to help understand "the potential role of Web 2.0 technologies for harnessing and managing personal knowledge" ( Razmerita, Kirchner & Sudzina 2009 ). The Great Resignation has expanded the category of knowledge workers and is predicted to increase demand for personal knowledge management in the future ( Serenko 2023 ).

Models

Dorsey (2001) identified information retrieval, assessment and evaluation, organization, analysis, presentation, security, and collaboration as essential to PKM (cited in Zhang 2009).

Wright's model involves four interrelated domains: analytical, information, social, and learning. The analytical domain involves competencies such as interpretation, envisioning, application, creation, and contextualization. The information dimension comprises the sourcing, assessment, organization, aggregation, and communication of information. The social dimension involves finding and collaborating with people, the development of both close networks and extended networks, and dialogue. The learning dimension entails expanding pattern recognition and sensemaking capabilities, reflection, development of new knowledge, improvement of skills, and extension to others. This model stresses the importance of both bonding and bridging networks ( Wright 2007 ).

In Nonaka and Takeuchi's SECI model of knowledge dimensions (see under knowledge management), knowledge can be tacit or explicit, with the interaction of the two resulting in new knowledge ( Nonaka & Takeuchi 1995 ). Smedley has developed a PKM model based on Nonaka and colleagues' model in which an expert provides direction while a community of practice provides support for personal knowledge creation ( Smedley 2009 ). Trust is central to knowledge sharing in this model. Nonaka has returned to his earlier work in an attempt to further develop his ideas about knowledge creation ( Nonaka & von Krogh 2009 )

Personal knowledge management can also be viewed along two main dimensions, personal knowledge and personal management ( Zhang 2009 ). Zhang has developed a model of PKM in relation to organizational knowledge management (OKM) that considers two axes of knowledge properties and management perspectives, either organizational or personal. These aspects of organizational and personal knowledge are interconnected through the OAPI process (organizationalize, aggregate, personalize, and individualize), whereby organizational knowledge is personalized and individualized and personal knowledge is aggregated and operationalized as organizational knowledge ( Zhang 2009 ).

Criticism

It is not clear whether PKM is anything more than a new wrapper around personal information management (PIM). William Jones argued that only personal information as a tangible resource can be managed, whereas personal knowledge cannot ( Jones 2010 ). Dave Snowden has asserted that most individuals cannot manage their knowledge in the traditional sense of "managing" and has advocated thinking in terms of sensemaking rather than PKM ( Snowden & Pauleen 2008 ). Knowledge is not solely an individual product—it emerges through connections, dialog, and social interaction (see Sociology of knowledge). However, in Wright's model, PKM involves the application to problem-solving of analytical, information, social, and learning dimensions, which are interrelated ( Wright 2007 ), and so is inherently social.

An aim of PKM is "helping individuals to be more effective in personal, organizational and social environments" ( Pauleen 2009 , p. 221), often through the use of technology such as networking software. It has been argued, however, that equation of PKM with technology has limited the value and utility of the concept (e.g. Pollard 2008, Snowden & Pauleen 2008).

In 2012, Mohamed Chatti introduced the personal knowledge network (PKN) model to KM as an alternative perspective on PKM, based on the concepts of a personal knowledge network and knowledge ecology ( Chatti 2012 ).

Skills

Skills associated with personal knowledge management include:

Tools

Some organizations are introducing PKM "systems" with some or all of four components:[ citation needed ]

PKM has also been linked to these tools:[ citation needed ]

Other useful tools include stories and narrative inquiry, decision support systems, various kinds of node–link diagram (such as argument maps, mind maps, concept maps), and similar information visualization techniques. Individuals use these tools to capture ideas, expertise, experience, opinions or thoughts, and this "voicing" will encourage cognitive diversity and promote free exchanges away from a centralized policed knowledge repository.[ citation needed ] The goal is to facilitate knowledge sharing and personal content management.

See also

Related Research Articles

<span class="mw-page-title-main">Knowledge management</span> Process of creating, sharing, using and managing the knowledge and information of an organization

Knowledge management (KM) is the collection of methods relating to creating, sharing, using and managing the knowledge and information of an organization. It refers to a multidisciplinary approach to achieve organizational objectives by making the best use of knowledge.

Organizational learning is the process of creating, retaining, and transferring knowledge within an organization. An organization improves over time as it gains experience. From this experience, it is able to create knowledge. This knowledge is broad, covering any topic that could better an organization. Examples may include ways to increase production efficiency or to develop beneficial investor relations. Knowledge is created at four different units: individual, group, organizational, and inter organizational.

<span class="mw-page-title-main">Knowledge transfer</span> Sharing knowledge for problem solving

Knowledge transfer is the sharing or disseminating of knowledge and the providing of inputs to problem solving. In organizational theory, knowledge transfer is the practical problem of transferring knowledge from one part of the organization to another. Like knowledge management, knowledge transfer seeks to organize, create, capture or distribute knowledge and ensure its availability for future users. It is considered to be more than just a communication problem. If it were merely that, then a memorandum, an e-mail or a meeting would accomplish the knowledge transfer. Knowledge transfer is more complex because:

Tacit knowledge or implicit knowledge—as opposed to formalized, codified or explicit knowledge—is knowledge that is difficult to express or extract; therefore it is more difficult to transfer to others by means of writing it down or verbalizing it. This can include motor skills, personal wisdom, experience, insight, and intuition.

Knowledge workers are workers whose main capital is knowledge. Examples include ICT Professionals, physicians, pharmacists, architects, engineers, scientists, design thinkers, public accountants, lawyers, editors, and academics, whose job is to "think for a living".

An online community of practice (OCoP), also known as a virtual community of practice (VCoP), is a community of practice (CoP) that is developed on, and is maintained using the Internet. To qualify as an OCoP, the characteristics of a community of practice (CoP) as described by Lave and Wenger must be met. To this end, an OCoP must include active members who are practitioners, or "experts," in the specific domain of interest. Members must participate in a process of collective learning within their domain. Additionally, social structures must be created within the community to assist in knowledge creation and sharing. Knowledge must be shared and meaning negotiated within an appropriate context. Community members must learn through both instruction-based learning and group discourse. Finally, multiple dimensions must facilitate the long-term management of support as well as enable immediate synchronous interactions.

In business management, a learning organization is a company that facilitates the learning of its members and continuously transforms itself. The concept was coined through the work and research of Peter Senge and his colleagues.

Personal knowledge networks are methods for organizations to identify, capture, evaluate, retrieve, and share information. This method was primarily conceived by researchers to facilitate the sharing of personal, informal knowledge between organizations. Instead of focusing on the organizational context, some researchers investigate the intra-firm aspects at the personal level of organizational knowledge networks, where knowledge management (KM) processes both begin and end. Various technologies and behaviors support personal knowledge networking, including wikis, Really Simple Syndication (RSS), and relationship networks. Researchers propose that knowledge management can occur with little explicit governance. This trend is referred to as "grassroots KM" as opposed to traditional, top-down enterprise KM.

<span class="mw-page-title-main">Cynefin framework</span> Decision-making framework

The Cynefin framework is a conceptual framework used to aid decision-making. Created in 1999 by Dave Snowden when he worked for IBM Global Services, it has been described as a "sense-making device". Cynefin is a Welsh word for 'habitat'.

Competence is the set of demonstrable characteristics and skills that enable and improve the efficiency or performance of a job. Competency is a series of knowledge, abilities, skills, experiences and behaviors, which leads to effective performance in an individual's activities. Competency is measurable and can be developed through training.

Value network analysis (VNA) is a methodology for understanding, using, visualizing, optimizing internal and external value networks and complex economic ecosystems. The methods include visualizing sets of relationships from a dynamic whole systems perspective. Robust network analysis approaches are used for understanding value conversion of financial and non-financial assets, such as intellectual capital, into other forms of value.

<span class="mw-page-title-main">Dave Snowden</span> Welsh management consultant and researcher

David John Snowden is a Welsh management consultant and researcher in the field of knowledge management and the application of complexity science. Known for the development of the Cynefin framework, Snowden is the founder and chief scientific officer of The Cynefin Company, a Colwyn Bay-based management-consulting firm specializing in complexity and sensemaking.

A community of practice (CoP) is a group of people who "share a concern or a passion for something they do and learn how to do it better as they interact regularly". The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning. Wenger then significantly expanded on the concept in his 1998 book Communities of Practice.

Knowledge sharing is an activity through which knowledge is exchanged among people, friends, peers, families, communities, or within or between organizations. It bridges the individual and organizational knowledge, improving the absorptive and innovation capacity and thus leading to sustained competitive advantage of companies as well as individuals. Knowledge sharing is part of the knowledge management process.

Connectivism is a theoretical framework for understanding learning in a digital age. It emphasizes how internet technologies such as web browsers, search engines, wikis, online discussion forums, and social networks contributed to new avenues of learning. Technologies have enabled people to learn and share information across the World Wide Web and among themselves in ways that were not possible before the digital age. Learning does not simply happen within an individual, but within and across the networks.

A knowledge organization is a management idea, describing an organization in which people use systems and processes to generate, transform, manage, use, and transfer knowledge-based products and services to achieve organizational goals.

Human resource planning is a process that identifies current and future human resources needs for an organization to achieve its goals. Human resource planning should serve as a link between human resource management and the overall strategic plan of an organization. Ageing workers population in most western countries and growing demands for qualified workers in developing economies have underscored the importance of effective human resource planning.

Communities that support innovation have been referred to as communities of innovation (CoI), communities for innovation, innovation communities, open innovation communities, and communities of creation.


The Information Space, or I-Space was developed by Max Boisot as a conceptual framework relating the degree of structure of knowledge to its diffusibility as that knowledge develops.

<span class="mw-page-title-main">Learning commons</span>

Learning commons, also known as scholars' commons, information commons or digital commons, are learning spaces, similar to libraries and classrooms that share space for information technology, remote or online education, tutoring, collaboration, content creation, meetings, socialization, playing games and studying. Learning commons are increasingly popular in academic and research libraries, and some public and school libraries have now adopted the model. Architecture, furnishings and physical organization are particularly important to the character of a learning commons, as spaces are often designed to be rearranged by users according to their needs.

References

This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.