mrp interim final
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A REPORT
ON
CHANGE IN PERFORMANCE BEFORE AND AFTER KNOWLEDGE
MANAGMENT
By
A report submitted in partial fulfillment of
The requirements of
MBA program of
IBS HYDERABAD
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AUTHORIZATION
This report is submitted in partial fulfillment of the requirement of MBA program of ICFAI Business
School, Hyderabad.
DEVENDER S. PATHANIA
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ACKNOWLEDGEMENTS
I would like to express my sincere appreciation and thank all those who have contributed greatly to
my learning experience during my management research project. I am deeply indebted to my faculty
guide, Prof. Nasina jigeesh, who gave me valuable guidelines and suggestions. I would also like to
express my gratitude to ICFAI Business School for including the management research project the
course curriculum, which enriched me in terms of experience and knowledge.
Lastly, I thank all those people who directly or indirectly supported me in my endeavor.
DEVENDER S. PATHANIA
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INDEX
PAGE NO.
1.EXECUTIVE SUMMARY 52.INTRODUCTION 63.MAIN TEXT 12
3.1 KNOWLEDGE MANAGENT BEFORE AND AFTER 13
3.2KEYS FOR REFLECTION 194.CONCLUSION 305.REFERNCES 31
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EXECUTIVE SUMMARY
The development of modern economy and changes of environment have promoted new
requirements to supply chain management, the ability of an enterprise to obtain, create, share,
spread and apply knowledge has become a key factor of determining its competence.
Knowledge is increasingly constraining the overall efficiency of supply chain management. The
accumulation of enterprise knowledge resources and improvement of knowledge innovation
are achieved mainly through two ways: the first one is independent knowledge innovation and
the other is external knowledge acquisition. Either of these two approaches has its advantages
and disadvantages and complements each other, enterprises can and should adopt both at the
same time, but for the majority of enterprises, should be taken to the later for the first. Since
most businesses is far from the principle part of knowledge innovation, and far from being the
knowledge creation (innovation) enterprises. These enterprises generate extremely limited
knowledge, or even the first application of new knowledge, more accurately; they are recipients
and demanders of knowledge rather than knowledge creators and providers. At present, KM
within enterprise has gained wide cognition and identity, many enterprises recognized the
knowledge capital as important assets, and apply KM within the enterprise to gain a
competitive advantage. With the development of market economy, these enterprises gradually
realized the limitations of knowledge assets and KM within enterprise, and put forward higher
requirements to KM, that is, the dissemination and sharing of knowledge within a greater
scope, to acquire knowledge from outside of the enterprise. Supply chain is a very important
and effective external knowledge and technological innovation source, share valuableknowledge with suppliers through organized networks can gain reliable competitive
advantages.
Supply chain is a natural alliance, its members share substantive information and they have an
integrated information-sharing platform, and they are closely related to their interest and
business. Besides, because of the characteristics of the supply chain itself, the knowledge of
member enterprises has great correlation. All of these provide a solid technology foundation
and management motivation for the exchange and sharing of knowledge among enterprises.
But from the current situation, the knowledge sharing in supply chain is not that easy as
imagined. In other words, enterprises in the supply chain cannot share knowledge smoothly.
This situation resulted from a variety of reasons; the most important one is the hardness of
accessing to knowledge. As there is no simple way to obtain knowledge, enterprises do not
know where to acquire the needed knowledge. In addition, some companies deliberately keep
away from their supplier in fear of their access to intelligence. This paper discusses the
knowledge flow and knowledge map of supply chain.
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INTRODUCTION
Organizations defined as social arrangements by means of which two or more persons pursue
collective goals are among the most significant structures through which society acts out its
economic and social life. Among these, development agencies spend billions of dollars every
year on thousands of interventions that aim to reduce poverty through innovation and societal
change. But what development results do they deliver? Not knowing whether or not a
development intervention actually made a difference, or not acting on the lessons of that
experience, does not just waste money: It denies the poor critical support to improve their
lives.
In development agencies, much data, information, and knowledge are needed by policy makers
to decide what resources to assign to what development interventions; by personnel tasked
with making decisions on impact, outcome, outputs, costs, financing, implementation, and
other key design features; and by agents faced day after day with the challenges ofimplementing the interventions. The knowledge base needed for good policymaking, design,
and implementation originates from many sources. Typically, development interventions
include monitoring and evaluation of inputs and outputs along the results chain, building
knowledge about processes and institutions, and providing evidence of accountability. The
knowledge generated from these is not a luxury.
The reflective conversation element in evaluation, in particular, is a foundation block of
organizational learning and concern for the effectiveness of the evaluation function and its
feedback mechanisms is pertinent: It is essential to transfer increased amounts of relevant and
high-quality knowledge into the hands of policy makers, designers, and implementers. This
report examines the setting of knowledge managment and underscores the role that they can
play to
y better position evaluation as a resource linked to policy, strategy, and operationalefforts
y share accountability, acknowledge risk, and reward adaptive learningy create more space and structure for learningy focus with more intent on different levels of learning
Success hangs on knowing what works: When we seize opportunities to learn, benefits can be
large and widespread.
A knowledge advantage is a sustainable advantage that provides increasing returns as it is used.
However, building a knowledge position is a long-term enterprise that requires foresight and
planning. In the knowledge-based economies that emerged in the mid- to late 1990s, the
organizations with the best chance to succeed and thrive are learning organizations that
generate, communicate, and leverage their intellectual assets. In The Fifth Discipline, Peter
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Senge labels them " organizations where people continually expand their capacity to create the
results they truly desire, where new and expansive patterns of thinking are nurtured, where
collective aspiration is set free, and where people are continually learning to see the whole
together." He catalogues their attributes as personal mastery, shared vision, mental models,
team learning, and systems thinking. Command of these lets them add generative learning toadaptive learning: They seldom make the same mistake twice. Organizational learning
promotes organizational health: As a result, organizational performance is high. Referring
further to Peter Senge, Figure 1 displays the core learning capabilities of organizations as a
three-legged stool a stool that would not stand if any of its three legs were missing. Figure 2
provides a matter-of-fact, multidisciplinary argument for why one might want to create a
learning organization.
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Other authors see learning organizations in different ways and the search for a single, all-
encompassing definition of the learning organization is attractive but frustrating. In the final
analysis, the most useful description is likely to be that which each organization develops for
itself: That should be a well-grounded, easy-to-apply definition. Box 1 suggests an alternative
way of looking at learning organizations, namely by considering what key characteristics might
be. An important feature to bear in mind is that for associated benefits to arise a learningorganization must be organized at five, sometimes overlapping levels:
y individual learning,y team learningy cross-functional learningy operational learningy strategic learning
Organizational LearningIn the final analysis, other definitions of learning organizations share more with Peter Senge's
than they disagree with but it should not be assumed that any type of organization can be a
learning organization. In a time of great change, only those with the requisite attributes will
excel. Every person has the capacity to learn, but the organizational structures and systems in
which each functions are not automatically conducive to reflection and engagement. There may
be psychological and social barriers to learning and change. Or, people may lack the knowledge
management tools with which to make sense of the circumstances they face. In this sense, the
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learning organization is an ideal towards which organizations must evolve by creating the
motive, means, and opportunities.
More recently, communities of practice have been associated with knowledge management as
organizations recognize their potential contributions to human and social capital as well as to
organizational performance. Communities of practice can drive strategy; spawn new ideas forproducts and services; transfer good practice and decrease the learning curve of new
employees; respond more rapidly to specific client needs requested or anticipated for certain
information; solve problems quickly; minimize organizational knowledge loss (both tacit and
explicit); reduce rework and prevent "reinvention of the wheel;" develop professional skills; and
help engage and retain talented individuals. Even with the help of community-oriented
technologies, however, harnessing them in support of organizational development is not easy.
Communities of practice benefit from cultivation, but their organic, spontaneous, and informal
nature makes them resistant to supervision and interference. Importantly, there is an
intimate connection between knowledge and activity, and knowledge workers have a strong
need to feel that their work contributes to the whole. To get communities of practice going,
leaders should
y identify potential communities that will enhance the organization's core competenciesy provide supportive infrastructurey use nontraditional methods to measure their value.
Organizational Culture
The principal competitive advantage of successful organizations is their culture. Its study is a
major constituent of organizational development that is the process through which an
organization develops the internal capacity to be the most effective it can be in its work and tosustain itself over the long term. Organizational culture may have been forged by the founder;
it may emerge over time as the organization faces challenges and obstacles; or it may be
created deliberately by management. It comprises the attitudes, experiences, beliefs, and
values of the organization, acquired through social learning, that control the way individuals
and groups in the organization interact with one another and with parties outside it. Standard
typologies include communal, networked, mercenary, and fragmented cultures. These are
determined by sundry factors that find expression in organizational structure, making structure
itself an important culture-bearing mechanism. The discourse on organizational culture can be
esoteric: Figure delineates ten components that, together, influence organizational culture.
Identifying discernible elements of culture allows organizations to determine features that can
be managed to help implement and sustain constructive organizational change. But just as
none of the ten components in the figure shapes organizational culture on its own, none can
individually support desired improvements.
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Organizational culture varies more than any other corporate asset, including large and tangible
information and communications technology infrastructure. It is said to be strong where
employees respond to stimuli because of their alignment with it. Conversely, it is said to be
weak where there is little alignment, and control is exercised with administrative orders.Regardless, if an organization is to succeed and thrive knowledge culture it must develop to
help it deal with its external environment. But organizational culture is hard to change in the
best circumstances: Employees need time to get used to new ways of organizing. Defensive
routines pollute the system, more often than not unwittingly, and undermine it. The dynamics
of culture change must be considered an evolutionary process at individual, group,
organizational, and interorganizational levels, to be facilitated by psychologically attentive
leaders who do not underestimate the value of selection, socialization, and leadership. People
cannot share knowledge if they do not speak a common language: And so there is a serious, oft-
ignored need to root learning in human resource policies and strategies.
Observers recognize a correlation between the orientation of organizational culture and organizational
learning. Indeed, the inability to change organizational behavior is repeatedly cited as the biggest
hindrance to knowledge management. For this reason, even if the need to take a hard look at
an organization's culture extends the time required to prepare knowledge management
initiatives, the benefits from doing so are likely to tell. Organizations that are more successful in
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implementing knowledge management initiatives embody both operations-oriented attributes
and people-oriented attributes. Typically, a learning culture is an organizational environment
that enables, encourages, values, rewards, and uses the learning of its members, both
individually and collectively. But many cultural factors inhibit knowledge transfer. The box
below lists the most common frictions and suggests ways to overcome them. Most importantly,when sharing knowledge, the method must always suit the culture as that affects how people
think, feel, and act.
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MAIN TEXT
In the age of competence, one must learn before, during, and after the event. Knowledge
solutions lie in the areas of strategy development, Management techniques, Collaboration
mechanisms, knowledge sharing and learning, and knowledge capture and storage.
Advances in Information Technologies have transformed the way organisations interact with
each other, and with their customers. Customers and organisations have become more
demanding, desiring customised products and services that are made to their precise needs, at
comparatively lower costs, and within time-compressed environments. Organisations have
accepted and recognised that in the dynamic modern day business environment, knowledge is
the prime resource for providing an organisation with a sustainable competitive advantage.
Consequently, to enable organisations to respond to this dynamic environment, new
management paradigms such as Knowledge Management (KM) and Supply Chain Management
(SCM) have developed.
This text presents both theoretical and empirical research into the value of KM in SCM, and
how supply chain partners can use Information Technologies (IT) to improve organizational
performance and gain strategic advantage in market-driven supply chains. It discusses the
impact of information technology on SCM and in particular offers insights' on how the
synergistic interaction between advances in the internet, database technologies and GPS
technologies has led to the emergence of web-based multimedia SCM systems. Finally, this text
concludes with a summary of how advances in IT are likely to have an impact on SCM in the
future.
The Age of Competence
Competence is the state or quality of being adequately or well qualified to deliver a specific
task, action, or function successfully. It is also a specific range of knowledge, skills, or behaviors
utilized to improve performance. Today, sustainable competitive advantage derives from
strenuous efforts to identify, cultivate, and exploit an organizations core competencies, the
tangible fruits of which are composite packages of products and services that anticipate and
meet demand. Core competencies are integrated and harmonized abilities that provide
potential access to markets; create and deliver value to audiences, clients, and partners there;
and are difficult for competitors to imitate. They depend on relentless design of strategic
architecture, deployment of competence carriers, and commitment to collaborate across silos.They are the product of collective learning.
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Learning Before, During, and After
Knowledge is what you learn from experience before, during, and after the event. Since it is
both a thing and a flow, the best way to manage knowledge is to cater at all times to the
environment in which it can be identified, created, stored, shared, and used. Leadership,
organization, technology, and learning that engender knowledge-enriched solutions are central
to that.
Knowledge Solutions
But what are the tools, methods, and approaches for learning. The aim of ours is to build
competencies in the areas of strategy development, management techniques, collaboration
mechanisms, knowledge sharing and learning, and knowledge capture and storage, all of them
essential to knowledge management and learning. Because documentation can be
cumbersome, these Knowledge Solutions offer cheat sheets that simplify access and
reference to the series.
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TABLE: KNOWLEDGE SOLUTIONS BEFORE, DURING AND AFTER
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KEYS FOR REFLECTION
1.COLLABRATION MECHANISMS
When working with others, efforts sometimes turn out to be less than the sum of the parts. Too
often, not enough attention is paid to facilitating effective collaborative practices. The right
collaboration mechanisms, properly used by the right people at the right time, can strengthen
relationships and put shared thinking to good use.
The Five Competencies Framework lists collaboration mechanisms as key to knowledge
management and describes the conditions of an organization as it acquires and masters this
competency. These conditions include:
Level 1 Knowledge hoarders seem to be rewarded.There are little cross-cutting collaboration.Silos (hierarchical categories) are hard to break down.Asking for help is considered to be a weakness rather than
strength.
Level 2 Ad hoc personal networking to achieve objectives is used byindividual staff members who know one another. This is
increasingly recognized as vital to the organization
Level 3 Staff uses networks and working groups to achieve results.Peer help peers across organizational boundaries.Formal collaboration mechanisms are created and recognized.
Level 4 Networks are organized around business needs and are framed bya governance document.
Relevant management tools for collaboration are in place andwell used. External parties are included in some networks.
Level 5 Collaboration is a defining principle across ADB.Networks have clearly defined roles and responsibilities and
tangible deliverables, and conduct annual meetings.
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Collaborative Tools
Explains how to harness the power of collaborative minds to innovate, cocreate, and cut costs;
describes how to actualize the thinking potential of teams, and arrange concepts, themes or
tasks under a central topic.
y Collaborating with Wikisy Drawing Mind Mapsy Wearing Six Thinking Hats
Communities of Practice and Learning Alliances
Gives insights on how to build a community of like-minded, interacting people to ensure more
effective creation and sharing of knowledge, how to help them report better, and what
collaboration mechanisms can decentralize the span of their knowledge coordination; discusses
why strategic alliances should manage the partnership, not just the agreement, and how social
neuroscience fosters more comprehensive theories on human behavior.
y Building Trust in the Workplacey Distributing Leadershipy Exercising Servant Leadershipy Leading in the Workplace
Leadership
Defines the new concept of leadership in the public sector; explains how to build trust in the
workplace and distribute leadership; promotes supporting people who choose to serve first,
then lead, as a way of expanding service to individuals and the organization.
y Building Trust in the Workplacey Distributing Leadershipy Exercising Servant Leadershipy Leading in the Workplace
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Social Innovations
Discerns how one can facilitate positive change in organizations and generate good ideas that
meet pressing needs and improve people's lives.
y Appreciative Inquiryy Sparking Social Innovations
Teamwork
Discusses how to bridge organizational silos, develop successful teams, enable small groups to
work on complicated problems, intensity mutual influence in organizations, and manage a
group whose members are in different locations, time zones, or work for different
organizations; explains how corporate values can guide behavior and decision-making.
y Action Learningy Bridging Organizational Silosy Informal Authority in the Workplacey Managing Virtual Teamsy A Primer on Corporate Valuesy Working in Teams
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2.STRATEGY DEVELOPMENT
A strategy is a long-term plan of action designed to achieve a particular goal. As a competency
critical to promoting knowledge management and learning, strategy development relates to
how an organization looks at its stocks and flows of knowledge in a strategic manner.
The Five Competencies Framework lists strategy development as its first component and
describes the conditions of an organization as it acquires and masters this competency. These
conditions include:
Level 1 Isolated staff with a passion for knowledge management beginto talk about how important and difficult it is.
Level 2 Many staff say that sharing knowledge is important to theorganization's.
A few staff use knowledge management tools to learn andshare.
Level 3 There are ongoing discussions about developing a knowledgemanagement strategy.
A few job descriptions include knowledge capture, sharing, anddistillation.
A broad range of knowledge management tools are usedacross the organization.
Level 4 Discussions of the organization's knowledge products andservices are frequent.
A knowledge management strategy exists, but is notembedded in the organization's business plans.
A set of knowledge management tools is available andunderstood by most staff.
Level 5The organization's knowledge products and services are clearlyidentified.Knowledge management is embedded in the organization's
business plans.
A set of knowledge management tools is available and wellcommunication, and the capacity to apply them is
strengthened actively.
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Behavior and Change
Discusses how a strategy can focus on group relationships with appreciation of their distinctive
ideas, beliefs, values, and knowledge; explains how an organization can utilize stories of
significant change to monitor and evaluate performance; presents tips on how to shift fromchanges in state to changes in behaviors; and shows how to anchor behavior and change on an
understanding of livelihoods and appreciation of factors that constrain or enhance them.
y Culture Theoryy The Most Significant Change Techniquey Outcome Mappingy The Sustainable Livelihoods Approach
Emergence and Scenario Thinking
Presents pointers on balancing between strategizing and learning modes of thinking, and helps
discern whether an organization's strategy is emergent and the outcome of human-centered,
prototype-driven process for exploration of new ideas.
y Design Thinkingy From Strategy to Practicey Reading the Future
Institutional Capacity and Participation
Explains how a strategy can promote participation at requisite levels.
y Building Institutional Capacity for Development
Knowledge Assets
Describes how knowledge audits can enrich an organization's knowledge management strategy;
checks if the organization reviews, evaluates, prioritizes, sequences, manages, redirects, andif
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necessaryeven cancel strategic initiatives; and reviews approaches to dissemination of
knowledge assets.
y Auditing Knowledgey Enhancing Knowledge Management Strategiesy Linking Research to Practice
Marketing
Discusses how marketing techniques can transform communications with stakeholders,
improve performance, and change the behaviors of individuals or groups.
y The Future of Social Marketingy Marketing in the Public Sector
Organizational Learning
Pinpoints how a strategy can support and energize organization, people, knowledge, and
technology for learning; proposes integration of evaluation results to support policy, strategy,
and operational changes; and gives tip on how to distinguish roadblocks to make them part of
the solution instead of the problem.
y Building a Learning Organizationy Learning Lessons with Knowledge Auditsy Overcoming Roadblocks to Learningy Seeking Feedback on Learning for Change
Partnerships and Networks of Practice
Asks if an organization's strategy leverages partnerships and recognizes their drivers of success
and failure; assesses social networks and the actors and relationships between them.
y Creating and Running Partnershipsy Social Network Analysis
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3.KNOWLEDGE SHARING AND LEARNING
Building knowledge requires two-way communications that take place simply and effectively,
and drawing upon the lessons from past experiences to improve future initiatives.
The Five Competencies Framework lists knowledge sharing and learning as key to knowledge
management and describes the conditions of an organization as it acquires and masters this
competency. These conditions include:
Level 1 Staff are conscious of the need to learn from what they do but arerarely given time.
Sharing is for the benefit of specific working groups.Level 2 Individual staff members learn before doing and program review
sessions.
They sometimes capture what they learn for the purpose of sharingbut few colleagues access it in practice.
Level 3 Staff can easily find out what ADB knows. Examples of knowledgesharing and knowledge use are highlighted and recognized.
Peers help peers across ADB's organizational boundaries.Level 4 Learning before, during, and after is the way things are done in the
organization.
Beneficiaries and partners participate in review sessions.External knowledge plays a role in shaping program or project
processing and administration.
Level 5 Prompts for learning are built into the organization's businessprocesses.
Staff routinely finds out who knows what, inside and outside theorganization, and talk to them.
A common language, templates, and guidelines support effectiveknowledge management.
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Creativity, Innovation, and Learning
Explains the forms and functions of networks of practice, how models for learning and change
can be leveraged to reflect on the overall system of an organization, how organizations can
demonstrate commitment to learning, how stimulants and obstacles to creativity can drive orimpede enterprise, and how the public sector can put social media to work.
y Building Networks of Practicey Dimensions of the Learning Organizationy Drawing Learning Chartersy Harnessing Creativity and Innovation in the Workplacey Social Media and the Public Sector
Learning and Development
Discusses the five functions of managers towards learning and development, ways to improve
e-learning interventions in the workplace, and how coaching and mentoring can empower
employees.
y E-Learning and the Workplacey Coaching and Mentoringy Learning and Development for Management
Learning Lessons
Covers a ranges of tools and approaches to facilitate learning, from asking effective questions
to conducting after-action reviews, retrospects, retreats, peer assists, evaluation, and
storytelling; explores ways of dealing with failures and sharing successes or good practices.
y Asking Effective Questionsy Conducting After-Action Reviews and Retrospectsy Conducting Successful Retreatsy Conducting Peer Assistsy Embracing Failurey Identifying and Sharing Good Practicesy Learning from Evaluationy Storytelling
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Dissemination
Gives tips on how to turn an ordinary presentation into a lively and engaging event, makewriting easier and easily understandable, enrich policy research, and disseminate research
findings; promotes the view that dissemination is the interactive process of communicating
knowledge to target audiences.
y Conducting Effective Presentationsy Disseminating Knowledge Productsy Enriching Policy with Researchy Posting Research Onliney Using Plain English
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4.KNOWLEDGE CAPTURE AND STORAGE
Knowledge leaks in various ways at various times. Taking advantage of the wide array of
techniques availablefrom traditional information management such as shared drives to
modern techniques such as weblogswill ensure that essential knowledge is kept within the
organization.
The Five Competencies Framework lists knowledge capture and storage as key to knowledge
management and describes the conditions of an organization as it acquires and masters this
competency. These conditions include:
Level 1 Individual staff members take the time to capture lessons but do soin a confusing variety of formats.
Most staff do not contribute to knowledge products and services,and few search them.
No exit interviews and few handovers take place.Level 2 A few working groups capture lessons learned after a program or
project and look for knowledge before starting a program or
project.
There is potential access to much knowledge, but it is not wellsummarized.
Level 3 Networks take responsibility for knowledge management and storeit in one location in a common format. Some knowledge is
summarized for easy access by others.
Searching knowledge products and services before embarking on aprogram or project is encouraged, as is sharing lessons afterwards.
Exit interviews and handovers become common currency.Level 4 Key knowledge is kept current and easily accessible.
An individual staff member acts as the guardian of each knowledgeasset, and encourages people to contribute. Many do.
Level 5 Networks act as guardians of knowledge products and services.Knowledge is easy to access and retrieve.Selected knowledge products and services are sent to potential
users in a systematic and coherent manner.
High priority knowledge products and services have multiplemanagers who are responsible for updating, summarizing, and
synthesizing them.
Exit interviews and handovers are used systematically.
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Knowledge Harvesting
Explains the common concepts of knowledge management; gives insights on how to harvest
and showcase knowledge, build useful staff directories, conduct exit interviews, and study
critical incidents to solve practical problems.
y Conducting Exit Interviewsy Glossary of Knowledge Managementy The Critical Incident Techniquey Harvesting Knowledgey Showcasing Knowledgey Staff Profile Pagesy Taxonomies for Development
Reporting
Describes how feedback presents and disseminates information to improve performance;
presents feedback mechanisms that promote learning before, during, and after.
y Assessing the Effectiveness of Assistance in Capacity Development Monthly ProgressNotes
Technology Platforms
Explains how groups can discuss electronically areas of interest and review different opinions
and information surrounding a topic.
y Writing Weblogs
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CONCLUSION
Knowledge Management (KM) is an effective approach being adopted by world-class
organizations. One of the challenges involves effective globalization of the knowledge based
supply chains. Global supply chains are more complex and involve multiple autonomous playersglobally located with varying background and SCM exposures. Knowledge management can
offer improved global integration, knowledge implications, wide applicability and knowledge
sharing (rather than information) etc. There is growing need for developing KM based supply
chains and their demo models to promote the benefits of knowledge sharing and knowledge
advancements.
In the global competition, the fast changing nature of the customer demands warrants
consideration for the formation of knowledge integration between partners. A knowledge
based view of the supply chain is necessary to understand the requirement of the organizations
in the value chain partnership and vis--vis the firm capability. The development of knowledgebased supply chain depends on the nature of knowledge flow in the entire chain. Timely sharing
of decision knowledge amongst the chain partners can be very useful. However this requires
change in managerial mindsets. Thus there is a need to develop demo models that can
encourage chain managers towards collaborative knowledge sharing in the supply chains.
We suggest efforts to improve effective KM based supply chain thinking that aims to promote
collaborative knowledge sharing for performance improvements in modern enterprise systems.
In our view the evolution of KM guided SCM systems involve focusing on proactive knowledge
management strategies.
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REFERENCES
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2.Porter, M.E. (1985), Competitive Advantage, Free Press, New York, NY.
3.Malhotra, Y. (1998), ``Knowledge management for the new world of business'',Asian Strategy Leadership Institute Review, Vol. 6.
4.Lee, H.L. (2000), Creating value through supply chain integration, Supply ChainManagement Review, Vol. 14.
5.Han, J. K., Kim, N., & Srivastava, R. K. (1998). Market orientation and
organizational performance: Is innovation a missing link? Journal of Marketing.
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markets'', Journal of Electronic Commerce Research.
7.Malhotra, Y. (1998), ``Knowledge management for the new world of business'',Asian Strategy Leadership Institute Review.
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