cops275.htm http://www.cs.colorado.edu/~l3d/jargon.html
l3d glossary
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which data objects exhibit hierarchical inheritance . opacity: denotes the degree to which the system s functionality is not able to be perceived from its interface . opacity is a special problem for many informational systems (as compared to mechanical systems). the software oscilloscope boeckerfischernieper1986 is an effort to overcome the opacity of sytems. organizational learning: working and learning become increasingly collaborative activities based on the limitations of the individual human mind. individual learning needs to be complemented by organizational learning. dodes can support organizational learning by their function as organizational and artifact memories. owner of problems: need to remain active participants in the solving of ill-defined problems. the owners of problems will be practitioners of

cops369.htm http://www.inf.cbs.dk/departments/inf/projects/index.shtml
department of informatics
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e-learning for workplace learning (ewl) evaluation of web-sites of danish companies globalization and electronic commerce (gec) impact of the development of electronic commerce on training needs in commerce impacts of information technology on the public sector knowledge exchange efficiency in networks knowledge management in e-business knowledge: networks, exchange and uses (knexus) learning and multimedia managerial challenges of mobile commerce organizing for software reuse software process improvement and organizational learning the impact of channel competition on e-business models research projects - phd students alphabetical order: busines-linc competitive implications of hybrid channel structures computer-mediated organizational learning in and across communities of practice decision support systems and


cops402.htm http://www.km.gov/cop/cop_primer.html
primer on communities of practice
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sharing team learning, find the networks that already exist, enable them, and link them to other communities in their neighborhood. additional research anyone looking for thorough research into this subject should see william m. snyder saugust 1997 article (complete with numerous cross-references and lengthy bibliography),"communities of practice: combining organizational learning and strategy insights tocreate a bridge to the 21st century." his tie-ins to organizational development gurussuch as peter drucker and chris argyris, and his 9-page bibliography provide a rigorouscross-reference to performance-based models of organizational learning. (7) community intelligence labs also has a great list of books which you can access at http://www.co-i-l.com/coil/contents.shtml david stamp s training magazine

cops402.htm http://www.km.gov/cop/cop_primer.html
primer on communities of practice
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tie-ins to organizational development gurussuch as peter drucker and chris argyris, and his 9-page bibliography provide a rigorouscross-reference to performance-based models of organizational learning. (7) community intelligence labs also has a great list of books which you can access at http://www.co-i-l.com/coil/contents.shtml david stamp s training magazine article: "cop: learning is social. training isirrelevant" is an excellent treatment of the relationship to organizational learning,and major theorists like malcolm knowles and bob mager. (8) references (1) how cop concept evolved in the 80 s at xerox - john seely brown (xerox) and esteesolomon gray, fast company (11/95), the people are the company : http://www.fastcompany.com/online/01/people.html (2) wenger background:

cops427.htm http://www.linezine.com/1/features/ewwslc.htm
line zine - issue 1 - learning in communities
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line zine - issue 1 - learning in communities fireworks splice html line zine - issue 1 - learning in communities see some of wenger and snyder s other writings. communities of practice: learning, meaning and identity. e. wenger, 1999 situated learning: legitimate peripheral participation. e. wenger, 1991 communities of practice: the organizational frontier. e. wenger, w. snyder. harvard business review, jan/feb 2000. participate in the harvard business review forum on their article. free membership in the hbr forum required. communities of practice: learning as a social system. e. wenger.

cops447.htm http://www.nap.edu/readingroom/books/screen/13.html
more than screen deep
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where traditional instructionist, fixed-curriculum, decontextualized, rote learning is "wrapped" with new technologies such as computer-based training, intelligent tutoring systems, multimedia presentations, or the world wide web. we need computational environments to support "new" frameworks for education such as lifelong learning, the integration of working and learning, learning on demand, authentic problems, self-directed learning, information contextualized to the task at hand, (intrinsic) motivation, collaborative learning, and organizational learning. myths and misconceptions the current debate about the ability of computation and communication to change education fundamentally is (in our opinion) based on a number of basic myths and misconceptions. the most prevalent of these are the following: • computers by themselves will change

cops207.htm http://www.albany.edu/cpr/sds/senge.htm
building the sol sustainability consortium
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hogarth, 1986, sterman, 1989).  ackoff (1974) labeled problems that cannot be solved by addressing component problems in isolation as “messes.”  sustainability presents a classic context of problems characterized by both high dynamic complexity and high behavioral complexity, what we have called elsewhere “wicked messes” (roth senge 1995).   experiences over the past decade with first the mit organizational learning center and now  the society for organizational learning (sol) suggest that fostering collaboration across many organizations may hold a key to sustaining learning around wicked messes (senge 1993, schein 1995). the evolution of more sustainable enterprises ultimately requires changes in assumptions, personal and interpersonal behaviors, organizational practices, and formal and informal processes and structures

cops472.htm http://www.parc.xerox.com/ops/members/brown/papers/orglearning.html
organizational learning
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organizational learning organizational learning -->   john seely brown paul duguid organizational learning and communities-of-practice: toward a unified view of working, learning, and innovation © 1991, the institute of management sciences ( now informs) abstract recent ethnographic studies of workplace practices indicate that the ways people actually work usually differ fundamentally from the ways


cops331.htm http://www.findarticles.com/cf_0/m4385/4_41/64190757/print.jhtml
sloan management review: four smart ways to run online communities.
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management challenges of the 21st century. for a look at the customer dimension, see: c.k. prahalad and v. ramaswamy, "coopting customer competence," harvard business review, 78 (january-february 2000): 79-97. (5.) key texts include: e. wenger, "communities of practice: the organizational frontier," harvard business review, 7b (january-february 2000): 139-145; e. wenger, "communities of practice: learning, meaning, and identity" (new york: cambridge university press, 1998); j.s. brown and p. duguid, "organizing knowledge," california management review, 40 (spring 1998): 90-111; and j.s. brown and r duguid, "organizational learning and communities-of-practice: toward a unified view of working, learning, and innovation," organization science, 2 (february 1991): 40-57. (6.) as john seely brown and paul duguid point out, "communities

cops542.htm http://www.tcm.com/trdev/morecops.htm
search results for communities of practice
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(alltheweb.com), lycos http://www.tomoye.com/ | 31% | translate learning-org aug 1996: communities of practice lo9017 communities of practice lo9017 michael mcmaster (michael@kbddean.demon.co.uk) fri, 9 aug 1996 14:05:39 0000 messages sorted by: ( date )( thread )( subject )( author ) next message: michael mcmaster: found by: hotbot http://world.std.com/~lo/96.08/0225.html | 30% | translate knowledge management organizational learning: @brint.com (tm) a comprehensive resource on organizational knowledge managment and organizational learning issues. coverage includes articles, books, bibliographies,... found by: altavista http://www.brint.com/orglrng.htm | 29% | translate the mother of all circumcision posts list of quotes from medical sources by an anonymous author. found by: netscape netcenter

cops371.htm http://www.icasit.org/km/kmarticles.htm
icasit km central: knowledge management articles
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waterhouse is helping lotus plan its emerging knowledge management strategy. foreman, joel, "distance learning and virtual organization" according to this author s essay, "distance learning courses" is synonymous with "virtual learning organizations. the author takes these terms, provides a historical perspective and definition, and then proceeds to out line his experience in trying to construct and implement a virtual learning organization. forteza, jorge h., and neilson, gary l., "multinationals in the next decade: blueprint, flow and soul" this article discusses a new organizational model showing how multinational corporations can successfully manage its resources in the year 2000 and beyond. "think global, sell local" has replaced the "think global, act local" motto this restructuring idea and emphasis is clearly placed on

cops435.htm http://63.87.241.19/conferences/hr/clo/
linkage inc. presents the chief learning officer conference
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communities of practice knowledge management organizational learning you will leave this conference with the knowledge to: develop yourself as the current or future clo/cko implement the best practices of those companies who are successfully applying km ol build a business case to support your knowledge management initiatives assess and measure the impact of your organization’s knowledge and learning initiatives on overall organizational performance apply km ol to enhance the development of customer relationships create an adaptable computing infrastructure for knowledge management lead and coach learning advocates/workers overcome the cultural challenges of implementing km ol optimize business performance by investing in human capital dave ulrich, the world s top hr educator and author of results based leadership, human resource

cops457.htm http://www.oingo.com/topic/20/20406.html
oingo: "knowledge flow and communities of practice"
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innovation through communities of practice. knowledge management research at the university of york chris kimble s research in cscw and knowledge management, in particular, the representation and dissemination of knowledge in virtual team and in virtual environments. he is interested in the problems associated with cross-cultural or trans-national teamand knowledge work in an international context. organizational learning and communities-of-practice toward a unified view of working, learning, and innovation. by john seely brown & paul duguid. the invisible key to success shadowy groups called communities of practice are where learning and growth happen. the meta network we help groups and organizations build virtual teams and learning communities through our organization development consulting, web-based conferencing, and


cops207.htm http://www.albany.edu/cpr/sds/senge.htm
building the sol sustainability consortium
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organizational learning (sol) suggest that fostering collaboration across many organizations may hold a key to sustaining learning around wicked messes (senge 1993, schein 1995). the evolution of more sustainable enterprises ultimately requires changes in assumptions, personal and interpersonal behaviors, organizational practices, and formal and informal processes and structures (bradbury and clair, 1999; ehrenfeld, 1998). we believe that such learning can best be generated in communities of practice (brown duguid, 1991, wenger 1999) drawn from a network of interpersonal relationships of requisite breadth and depth.  more specifically, such "community action research" (scharmer senge, 2000) can enable the development of: (1) personal relationships and networks that can sustain change through the inevitable ups and downs in individual

cops471.htm http://www.research.ibm.com/journal/sj/404/lesseref.html
communities of practice and organizational performance - references
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(1991). p. hildreth, c. kimble, and p. wright, “communities of practice in the distributed international environment,” journal of knowledge management 4, no. 1, 27–38 (2000). j. storck and p. hill, “knowledge diffusion through strategic communities ,” sloan management review 41, no. 2, 63–74 (2000). j. s. brown and p. duguid, “organizational learning and communities-of-practice; toward a unified view of working, learning and innovation,” organization science 2, no. 1, 40–57 (1991). e. lesser and l. prusak, “communities of practice, social capital and organizational knowledge,” information systems review 1, no. 1, 3–9 (1999). e. wenger and b. snyder, “communities of practice: the organizational frontier,” harvard business review 78, no. 1, 139–145 (2000). j. jacobs, the decline and rise of american cities, random house, new york (1961). m. s.

cops207.htm http://www.albany.edu/cpr/sds/senge.htm
building the sol sustainability consortium
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coming to view, sustainability as a cornerstone of their long-term strategy (carstedt, lauer, schley, senge, 1999).  by the end of the year, detroit-edison, ford, harley-davidson, nike, northeast utilities, shell international, visteon, the world bank, and xerox were participating. our work with the sustainability consortium is guided by a framework that has been evolving in response to insights from research and practice about learning communities (senge et.al., 1994). the framework draws on literatures from interdisciplinary fields of organizational change, development and learning, predicated on a structuration (e.g., giddens, 1984; orlikowski, 1996) rather than a punctuated (weick quinn, 1999) approach to organizational change. this framework distinguishes between a deep learning cycle -- involving new skills


cops496.htm http://www.slis.indiana.edu/kling/pubs/amit95d.htm
learning in context: extensively computerized work groups as communities-of-practice by rob kling
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toparticipate in legitimate peripheral learning and emerging communities-of-practice, while clericalgroups are less valued, isolated from other practitioners and more rigorously held to canonicalwork practices. participation in computing implementations also provides opportunities forlearning that are missing in groups that have computing forced on them by management. key words: organizational learning, work groups, desktop computing, clerical work, socialpractices introduction computing is a ubiquitous and in many cases essential part of modern organizational lifein north america. the latest u.s. census bureau numbers indicate that one-third of americanworkers used a computer at work in 1989, up from one-quarter in 1984 (kominski, 1991). although canada lags behind the u.s., japan, and western europe in the

cops207.htm http://www.albany.edu/cpr/sds/senge.htm
building the sol sustainability consortium
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w. j. 1996.  improvising organizational transformation overtime: a situated change perspective.  information systems research. 7 (1): 63-93 robert, k.-h., daly, h., hawken, p., holmberg, j. (1997). a compass for sustainable development. journal sustainable development and world ecology. 4: 79-92 roth,g. and senge, p. 1995.  "from theory to practice: research territory, processes and structure at an organizational learning center, journal of change management, vol. 9, no. 1, 93-108. roth, g. and kleiner, a. 1999.  car launch: the human side of managing change (the learning history library). new york: oxford university press. scharmer, o. and p. senge. 2000. community action research, forthcoming in handbook of action research, h. bradbury and p. reason, eds., u.s./u.k.: sage publications schein, e., 1995 building the

cops496.htm http://www.slis.indiana.edu/kling/pubs/amit95d.htm
learning in context: extensively computerized work groups as communities-of-practice by rob kling
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(1977). outline of a theory of practice. cambridge: cambridge university press. bostrom, r.p., olfman, l., sein, m.k. (1990). the importance of learning style in end-usertraining. mis quarterly, 14(1), 101-119. braverman, h. (1974). labor and monopoly capital: the degradation of work in the twentiethcentury. new york: monthly review press. brown, j.s. duguid, p. (1991). organizational learning and communities-of-practice: towarda unified view of working, learning, and innovation. organization science, 2(1), 40-57. clement, a. (1990). cooperative support for computer work: a social perspective on theempowering of end users. in cscw 90 proceedings, (pp. 223-236). clement, a. van den besselaar, p. (1993). a retrospective look at pd projects.communications of the acm, 36(4), 29-37. cronan, t.p. douglas, d.e.

cops226.htm http://www.brint.com/km/kmindex.htm
content areas in knowledge management
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adaption (sense making for "interesting times") on peter s polka and fundamental assumptions (in quest for "meaning") is knowledge management an oxymoron?: control , compliance performance on science: scientific and/or human perspectives on dialog and bohm (in senge s fifth discipline) knowledge management and control: revisited organizational design: form vs. function on knowledge sharing, knowledge, information, etc. references on learning theories looking outside windows will one see knowledge? knowledge sharing in performance appraisals from knowledge workers to knowledge intrapreneurs living with oxymorons in the age of paradox knowledge management vs. learning organizations hard reality of soft issues in knowledge management (reconciling rigor vs relevance) knowledge management and learning

cops48.htm http://eden.dei.uc.pt/majordomo/forum-gestao/maillist.html
mail index
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participacao nas listas - ajudem-me la a perceber? from: nuno esculcas esculcan@iclab.ce.philips.nl forum-gestao: informacao e conhecimento from: "francisco godinho" f.godinho@mail.telepac.pt forum-gestao: re: participacao nas listas - ajudem-me la a perceber? from: "francisco godinho" f.godinho@mail.telepac.pt forum-gestao: fw: leverage points for organizational learning from: "artur f. silva" artsilva@individual.eunet.pt forum-gestao: participacao nas listas - ajudem-me la a perceber? from: "artur f. silva" artsilva@individual.eunet.pt forum-gestao: re: ignorance is an antonym for learning? from: "artur f. silva" artsilva@individual.eunet.pt forum-gestao: fw : ignorance is an antonym for learning ? from: "artur f. silva" artsilva@individual.eunet.pt forum-gestao: ezzays from leading management

cops11.htm http://alexia.lis.uiuc.edu/~ruhleder/publications/96.academy.html
ruhleder, jordan, elmes: wiring the "new organization"
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vision within an organization characterized by time-critical, intense forms of work. thc is a unique organization that has reinvented itself around teams, cross-functional project work, and advanced technologies in support of its business mission. it has understood, from the very beginning, that organizational redesign is not a one-shot affair but a continuing process of change that requires an equally continuous learning process around the technologies that support the change. while it has not necessarily achieved the level of technical learning originally expected, multiple local experiments with the technology have emerged. what, then, are the implications of our investigations for thc and other companies launched on similar trajectories and working under similar conditions? one of the major resources for learning that

cops52.htm http://ftp.informatik.rwth-aachen.de/dblp/db/conf/cscw/cscw1996.html
cscw 1996
cops
cscw 1996 cscw 1996: boston, ma, usa cscw 96, proceedings of the acm 1996 conference on computer supported cooperative work, november 16-20, 1996, boston, ma, usa. acm, 1996 workshops jon o brien, john hughes, mark s. ackerman, debby hindus: extending cscw into domestic environments (workshop). 1 electronic edition (acm dl) marla capozzi, peter rothstein, kathleen curley: approaches for distributed learning through computer supported collaborative learning (workshop). 1 electronic edition (acm dl) liam j. bannon, giorgio de michelis, paal soergaard: cscw and organizational learning (workshop). 1 electronic edition (acm dl) sara a. bly, susan anderson: cscw and the internet (workshop). 1 electronic edition (acm dl) michele cresmen, robin lampert, kathy ryan: commercial use of meetingware (workshop). 1 electronic edition (acm dl)

cops251.htm http://www.brint.com/wwwboard/wwwindex.htm
online discussions on e-business, technology and knowledge management
cops
organizational learning & organizational change technology, competitive intelligence & conversations making use of creativity performance incentives for knowledge sharing using objects for modeling knowledge enterprise architecture & knowledge management information workers vs. knowledge workers theories & metaphors for knowledge management software for knowledge management knowledge management vs. learning management individual knowledge & organizational knowledge retention of intellectual property information management strategies structure, chaos, complexity & dialog interview with davenport & prusak peer groups & knowledge management sustaining knowledge flow & best practices teams vs. communities: a question of control? knowledge nodes & communities of practice knowledge management: efficiency & adaption knowledge

cops353.htm http://www.ic.arizona.edu/~comm300/mary/geertz/tsld015.htm
cultural approach to organizations
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cultural approach to organizations cultural approach to organizations cultural approach to organizations organizational learning and communities-of-practice john seely brown and paul duguid, 1991 ethnographic study of workplace practices connections among working, learning, and innovating should be possible conventionally thought to conflict work - conservative and resistant to change learning - distinct from work and problematic in the face of change innovation - disruptive but necessary previous slide next slide back to first slide view graphic version

cops533.htm http://www.txsla.org/dfw.htm
sla-ctx texas chapter dfw lpg events
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chapter website. sla-ctx texas chapter dfw lpg events --> tending the garden of knowledge: an inside look at communities of practice wednesday, september 26th, 2001 1:00 - 3:00 p.m. cst various locations in dallas/denton, houston, and austin (see below) join your fellow texas slaers and etienne wenger, international thought leader and author of communities of practice: learning, meaning, and identity, as we explore the extraordinary importance of communities of practice to organizational knowledge creation and sharing. learn how you can identify and nurture these learning communities and help generate new value for your organization. in this virtual seminar, you will explore the following critical learning questions: ü how are today s organizations benefiting from the

cops374.htm http://www.icasit.org/km/kmbooks.htm
icasit km central: knowledge management books
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berrett-koehler, 1997) profiting from multiple intelligence in the workplace, joyce martin, (burlington, vt: gower publishing co., 2000) regions, globalization, and knowledge-based economy, john h. dunning (editor), (oxford: oxford university press, 2000) sensemaking in organizations (foundations for organizational science), karl e. weick, (sage publications, 1995) strategic learning in a knowledge economy : individual, collective and organizational learning processes, robert cross, sam israelit (editors), (boston, ma: butterworth-heinemann, 1999) tacit knowledge in professional practice : researcher and practitioner perspectives, robert j. sternberg, joseph a. horvath (editors), (mahwah: lawrence erlbaum, 1999) technology and knowledge : from the firm to innovation systems, paolo saviotti bart nooteboom (editors),

cops411.htm http://www.km.gov/links/cop_links.html
km.gov - knowledge management communities of practice links
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km.gov - knowledge management communities of practice links knowledge management communities of practice links. km.gov - knowledge management communities of practice links/head> communities of practice communities of practice community intelligence labs communities of practice: an introduction michael mcmaster communities of practice: combining organizational learning and strategy insights to create a bridge to the 21st century william m. snyder, august 1997 communities of practice: learning as a social system etienne wenger, ph.d. communities of practice: learning is social. training is irrelevant? david stamp communities of practice seminar synopsis in may of 2001, a subject concentration seminar on communities of practice (cop) was held in the virtual kmci chaper egroup of yahoo groups.

cops427.htm http://www.linezine.com/1/features/ewwslc.htm
line zine - issue 1 - learning in communities
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your native language learned through membership in your family; the elements of sexuality acquired through playground discussions with adolescent peers; ways of working with customers through conversations, advice, and remonstrations from company colleagues. likely such lessons were very much more powerful than if you had been told to read about them in a book or sit through a class. in the new economy, learning architects are embracing the natural designs of group learning experience and translating those designs to new organizational cultures and approaches. social communities and the new economy organization many organizations are pursuing community-based learning as a complement to the more traditional approaches of "knowledge transfer." they do so not through some "new age" embrace of "more human processes," but rather out of a practical

cops112.htm http://sunsite.informatik.rwth-aachen.de/dblp/db/conf/hicss/hicss2001-4.html
hicss 2001
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computer society dl) ronald maier, ulrich remus: towards a framework for knowledge management strategies: process-orientation as a new strategic starting point. electronic edition (ieee computer society dl) k. d. joshi: a framework to study knowledge management behaviors during decision making. electronic edition (ieee computer society dl) dana edberg, lorne olfman: organizational learning through the process of enhancing information systems. electronic edition (ieee computer society dl) steve sonka, donna fisher, randall westgren: advanced information management tools for individual and organizational learning. electronic edition (ieee computer society dl) mikael wiberg: knowledge management in mobile cscw: evaluation results of a mobile physical/virtual meeting support system. electronic edition (ieee computer

cops427.htm http://www.linezine.com/1/features/ewwslc.htm
line zine - issue 1 - learning in communities
cops
internal leadership, shared passion, and ongoing relationships. 4. e-commerce both generates and is influenced by learning communities. most businesses think of e-commerce in terms of efficient transactions and new access to customers. the greatest potential of e-commerce, though, lies in moving from a strictly market view of customer relationships to an approach that treats customers as members of a learning community organized around a related set of products and services. communities of practice are valuable to learning organizations because they represent a completely new layer of organizational structure previously not addressed by traditional business units. nevertheless, communities also present an unfamiliar challenge for managers. they differ from traditional structures in several respects: you foster communities of practice;

cops113.htm http://users.rowan.edu/~dema7777/linking_competitive_advantage_wi.htm
linking competitive advantage with communities of practice
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recognizes interdependencies within it; (b)personal mastery, concerned with personal vision and growth; (c) mental models, balancing inquiry and advocacymodes; (d) building shared vision, finding commonality of purpose that builds on each individual spersonal vision; and (e) team learning, establishing collective intelligence through dialogue. thus, sengeasserts that members of learning organizations must see beyond the narrow confines of their task and functionto the larger system. organizational learning and development must connect with and be based on personaldevelopment and vision. members must be able to talk and work together in mutually developmentalways. building such skills, senge argues, requires a beliefthat people want to contribute to something that they see as important and to an environment not dominated

cops130.htm http://wiki.cs.uiuc.edu/visualworkings/community+of+practice

cops
disposition, demeanor, and outlook of the practitioners." -- john seely brown and paul duguid. that s why saying "i m a hacker" is a statement that usually says much more than "i program a lot". reputation plays a central role. in the crudest terms, there are "masters" and "apprentices". a person s life within the community tends to be "centripetal" - it is important to move closer to mastery of the task. some references: communities of practice: learning, meaning, and identity, by etienne wenger. (fatbrain catalog entry) "organizational learning and communities of practice: toward a unified view of working, learning, and innovation", by john seely brown and paul duguid, organization science (vol.2, no. 1, pp. 40-57), february 1991, is a fairly famous article describing how xerox copier repair people learn: much more by

cops458.htm http://www.odnetwork.org/odponline/vol32n4/knowledgenets.html
~ od practitioner online - vol. 32 / no. 4 ~
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practices on community building stage 4: active. the community is established and goes through cycles of activities. they need ways to sustain energy, renew interest, educate novices, find a voice and gain influence. opportunities for od support working with the community on issues around commitment and sustaining energy addressing organizational issues that may be helping or hindering activity linking community learning to individual career development goals helping negotiate the role of the community in organizational decision-making forge linkages with other groups and communities for mutual learning stage 5: dispersing. the community has outlived its usefulness and people move on. the challenges are about letting go, defining a legacy and keeping in touch. opportunities for od support helping people let go

cops466.htm http://www.pscw.uva.nl/sociosite/topics/management.html
sociosite: management
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knowledge management? an attempt to define knowledge and an explication of the importance of knowledge management to corporate strategy. it also provides a brief history of knowledge management and a review of various approaches to knowledge management. berreby, david (1999) the hunter-gatherers of the knowledge economy the methaphor of tribal hunters and gatherers is applied to today s gen x workers. brint.com knowledge management & organizational learning annotated resources on knowlegde management and organizational learning. buckman laboratories buckman is one of the pioneers of km and one of the most cited in the km literature. the knowledge nurture site is a resource to help people learn about knowledge management. forschungsgruppe wissensmanagement - university of karlsruhe, germany hildreth, paul / wright, peter /kimble, chris

cops466.htm http://www.pscw.uva.nl/sociosite/topics/management.html
sociosite: management
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(2000) the knowledge organization: knowledge management = asset management knowledge is hard to manage and organizations without learning capacity will become obsolete. but what kind of knowhow makes a company competitive? and why is the meaning of knowledge management in daily business life still so ambiguous for many professionals? senge, peter m. (1996) rethinking leadership in the learning organization from: the systems thinker 7(1), february 1996. (1999) integrating organizational learning and knowledge management an interview with peter senge by lauren johnson, in pegagus communication. tacit knowing a knowledge management site of juani swart. vasconcelos, jose / kimble, chris / gouveia, feliz ribeiro (2000) a design for a group memory system using ontologies in: proceedings of 5th ukais conference, university of waes

cops472.htm http://www.parc.xerox.com/ops/members/brown/papers/orglearning.html
organizational learning
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learning need to be understood not in terms of the groups that are ordained (e.g. "task forces" or "trainees"), but in terms of the communities that emerge. the latter are likely to be noncanonical (though not necessarily so), while the former are likely to be canonical. looking only at canonical groups, whose configuration often conceals extremely influential interstitial communities, will not provide a clear picture of how work or learning is actually organized and accomplished. it will only reflect the dominant assumptions of the organizational core. second, attempts to introduce "teams" and "work groups" into the workplace to enhance learning or work practice are often based on an assumption that without impetus from above, an organization s members configure themselves as individuals. in fact, as we suggest, people

cops207.htm http://www.albany.edu/cpr/sds/senge.htm
building the sol sustainability consortium
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sustainability consortium. figure 4    from paradigmatic shift to normal practice references ackoff, r.l. 1974. redesigning the future: a systems approach to societal problems. new york: john wiley and sons. anderson, r.  1999.  mid course correction: toward a sustainable enterprise: the interface model.  chelsea green publishing company. argyris, c. 1990.  overcoming organizational defenses: facilitating organizational learning.  boston: allyn and bacon argyris, putnam and smith, 1985 action science.  san francisco: jossey bass. bakken, b. 1993. learning and transfer in dynamic decision environments. unpub. ph.d. thesis, mit sloan school. bartunek, j. and moch, m.  1994.  third order change and the western mystical tradition.  journal of organizational change management.  1 (1) 24-41. bartunek, j. m.  1993.  the

cops487.htm http://www.research.ibm.com/journal/sj/404/gongla.html
evolving communities of practice: ibm global services experience
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community creates focused work groups the community connects to and interacts with other communities the organization actively supports and measures community work the organization begins to rely on the community s knowledge to   contribute to business value  process supportproblem-solving and decision-making sensing and assessing the organizational environment enhancing community learning and feedback processes integrating with organizational processes linking with other communities  enabling technologyelectronic meetings collaboration tools, such as for issue-based discussion team work rooms analytical and decision-making tools integration of community technology with the applications and   technology of the organization people. collaboration becomes a fundamental function at the active stage. community

cops207.htm http://www.albany.edu/cpr/sds/senge.htm
building the sol sustainability consortium
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management, vol. 9, no. 1, 93-108. roth, g. and kleiner, a. 1999.  car launch: the human side of managing change (the learning history library). new york: oxford university press. scharmer, o. and p. senge. 2000. community action research, forthcoming in handbook of action research, h. bradbury and p. reason, eds., u.s./u.k.: sage publications schein, e., 1995 building the learning consortium, sol (formerly mit organizational learning center) working paper 10.005, solonline.org schein, e.  1999.  process consultation revisited. addison wesley od series.  reading ma: addison wesley. schmidheiny, s.  1992.  changing course:  a global business perspective on development and the environment.  cambridge: mit press. schwartz,p. 1991.the art of the long view. new york: doubleday/currency. senge, p. 1986. systems principles for

cops222.htm http://www.brint.com/wwwboard/
e-business technology and knowledge management forums
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business ecosystems, communities of practice, new corporate forms, transformation of work, lifelong education and learning, cybercommunities, industry transformations, new governance structures... business technology biztech (post messages) discussions on topics in our net business technology portal based on classic business researcher s interests: organizational learning, reengineering, complex systems, virtual corporations, intranets, intellectual property, mis... information technology (post messages) focused discussions on new information technologies: java, linux, xml, uml, corba, ejb, dcom, bluetooth, perl, cad, cai, dbms, dss, oops, odbms, oracle, unix... general business (post messages) discussion on general business technology topics including business, computers, news, health, science, society, regional

cops211.htm http://www.brint.com/km/whatis.htm
knowledge management for the new world of business
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2000, 16(4) (special issue on knowledge management) information resources management journal (idea group publishing), january-march 2000, 13(1) (special issue on knowledge management) journal for quality & participation (association for quality and participation), july-august 1998 (special issue) journal of business strategy, january-february 1998 v. 19 (special issue on human and organizational learning) organizational dynamics: special issue on "the learning organization: applications and results," summer 1998 long range planning: special issue on intellectual capital, june 1997 web sites and magazines with focus on knowledge management www virtual library on knowledge management recommended as "best km resource site" by kmworld and "best knowledge portal on km" by knowledge management review http://km.brint.com/

cops496.htm http://www.slis.indiana.edu/kling/pubs/amit95d.htm
learning in context: extensively computerized work groups as communities-of-practice by rob kling
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systems design: structure and method. systems, objectives,solutions, 1(1), 5-19. nelson, r. r., cheney, p. h. (1987). training end users: an exploratory study. mis quarterly,11(4), 547-559. newman, m. noble, f. (1990). user involvement as an interaction process: a case study.information systems research, 1(1), 89-113. nunnally, j.c. (1978). psychometric theory (2nd ed.). new york: mcgraw-hill. orlikowski, w. (1992). learning from notes: organizational issues in groupwareimplementation. proceedings of the conference on computer supported collaborative work,toronto, canada. pava, c.h.p. (1983). managing new office technology: an organizational strategy. new york:the free press. riendeau, e. (1994). lack of basic skills can stall system project. national underwriter property casualty-risk benefits management, 29(5), 5-6.

cops498.htm http://www.softwarewire.com/news/tomoye_071101.htm
tomoye introduces knowledge sharing platform for communities of practice-- simplify already in use at world bank, united nations and other leading international organizations
cops
set have allowed us to build a rich interactive on-line community, learning to work together through contributing and sharing knowledge with our members from all over the world." although the term is not yet broadly used, communities of practice are almost everywhere. they are groups of people bound together by shared expertise and commitment to a joint cause who engage in a process of collective learning. cops are emerging in organizations that thrive on knowledge. their unique nature - they are decentralized, transcend organizational boundaries, are often informal and grow organically - creates unique challenges for organizations and supporting technologies. while effective sharing of information, experiences and knowledge are key to the productivity of these groups, they are generally not well supported by mis and

cops37.htm http://education.indiana.edu/ist/students/profiles/nhara.html
ist profile: instructional systems technology, school of education, indiana university at bloomington
cops
- employment - organizations - for ist only search ist ist student profile for: noriko hara program of study: ph.d. expected graduation date: april, 2000 my professional/research interests include: i graduated from iu ist in april 2000. now, i am a postdoctoral research fellow in the school of information & library science at university of north carolina at chapel hill. my overall research agenda investigates organizational learning, communities-of-practice, and online learning within social informatics. specific research projects have addressed the social construction of knowledge in professional communities-of-practice, computer-mediated communication (cmc), and distance education. research methodologies include ethnographic research and mathematical tools of visualizing data (e.g., formal concept analysis).

cops4.htm http://alberti.mit.edu/anneb/abstract.html
anne beamish -- dissertation abstract
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communication. the study also demonstrates that dealership employees are not a monolithic group. technicians, parts employees, service advisors and salespeople all work under different conditions, and consequently react to information technology, learning, and communication in quite different ways. the overall lesson gained from this study is that in order to use information technology to create and support learning and communication within an organization, a very subtle and fine-grained understanding of the workplace and its social, technical, economic, organizational and physical environment is required. only with a thorough understanding of the work practices and environment can technology and policies be crafted to suit the needs and attitudes of a specific community. thesis supervisor: william j. mitchell


cops284.htm http://carbon.cudenver.edu/~mryder/itc/cop.html
communities of practice
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denver . school of education what is a community of practice? resources community intelligence labs readings john seely brown the people are the company (1995) jean lave mike mcmaster communities of practice: an introduction seybold (1996) communities of practice—: a critical success factor for information age businesses sharp (1997) key hypotheses in supporting communities of practice etienne wenger communities of practice: learning as a social system (1998) how to optimize organizational learning (1996) communities of practice: the organizatoional frontier (harvard business review) up to main menu. martin ryder mryder@carbon.cudenver.edu january 2, 1999

cops326.htm http://www.ethoschannel.com/prodevelopment/robinson/msr-community/1_msr-community.html
ethoschannel presents marcus s. robinson: communities of practice and commitment
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organizational forms without destroying them" -etienne c. wenger and william m. snyder in today s economy, knowledge is king and most "winning" companies are doing what ever they can to cultivate and capitalize on that fact. the purpose of this article is to report on a new organizational form that is emerging that promises to leverage existing structures and radically improve knowledge sharing, learning, and adaptation in the new economy. this new form comes in two flavors: communities of practice and communities of commitment. in today s economy, knowledge is king and most "winning" companies are doing what ever they can to cultivate and capitalize on that fact. what are communities of practice? communities of practice are groups of people informally bound together by shared expertise and passion for a joint enterprise. at most major


cops517.htm http://www.systemsthinking.com/cop.html
communities of practice
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information_systems leadership management software practices systems thinking about us advertising bookstores contact us conversazione™ legal notice newsletter privacy policy site map thinking papers™ what s new fastcounter by bcentral this catalog contains resources about communities of practice. you willalso want to see our organizational learningcatalog.books communities of practice: learning, meaning, and identity (wegner) ecologies of knowledge: work and politics in science and technology (star) generalist practice with organizations and communities (kirst-ashman hull) placemaking: the art and practice of building communities (schneekloth shibley) situated learning: legitimate peripheral participation (lave wenger) talking about machines: an ethnography of a modern job (orr) the living company (de geus) copyright ©

cops536.htm http://www.tfriend.com/cop-lit.htm
overview: community of practice literature
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among the most important structures of any organization where thinking matters. steward claims that "even though they tend inevitably to undermine an organization s formal structures and strictures, they are tolerated because they deliver value that formal organization cannot." a seminal analysis of cops a february 1991 article in organization science (vol.2, no. 1, pp. 40-57) by john seely brown and paul duguid (organizational learning and communities of practice: toward a unified view of working, learning, and innovation) describes a study of xerox repair representatives. while these service reps attempted to follow the company manuals and course training to repair these complex systems, too often the official manuals (which for didactic purposes reduced the amount of information given to reps) proved inadequate. as a supplement successful

cops542.htm http://www.tcm.com/trdev/morecops.htm
search results for communities of practice
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lycos, netscape netcenter http://www.business.ecu.edu/users/simerlyr/commprac.htm | 77% | translate krebs, valdis building adaptive organizations through social network analysis and communities of practice. the site includes network maps and metrics that demonstrate relationships in the network economy. found by: yahoo! http://www.orgnet.com | 76% | translate organizational learning toward a unified view of working, learning, and innovation. by john seely brown paul duguid. found by: fast search (alltheweb.com), hotbot, lycos, netscape netcenter http://www.parc.xerox.com/ops/members/brown/papers/orglearning.html | 76% | translate communities of practice: a social aspect to virtual worlds? the term cop is used to describe many groups. here the cop is discussed as a means

cops552.htm http://www.xpresspress.com/news/tomoye_071101.html
tomoye introduces knowledge sharing platform for communities of practice-- simplify already in use at world bank, united nations and other leading international organizations
cops
flexibility, and full feature set have allowed us to build a rich interactive on-line community, learning to work together through contributing and sharing knowledge with our members from all over the world." although the term is not yet broadly used, communities of practice are almost everywhere. they are groups of people bound together by shared expertise and commitment to a joint cause who engage in a process of collective learning. cops are emerging in organizations that thrive on knowledge. their unique nature - they are decentralized, transcend organizational boundaries, are often informal and grow organically - creates unique challenges for organizations and supporting technologies. while effective sharing of information, experiences and knowledge are key to the productivity of these groups, they are generally not well

cops371.htm http://www.icasit.org/km/kmarticles.htm
icasit km central: knowledge management articles
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is essential to the organization, and a "middle-up-down" management structure provides the best foundation for implementing km initiatives. the km movement is "shaking the foundation of how an organization is created, evolves and matures." barkley, rebecca o. and murray, phillip c., "what is knowledge management?" this article discusses the links between km, organizational learning, and the bottom line. barth, steve, "km horror stories " this article discusses instances of km effort failures. barron , tom, "a smarter frankenstein: the merging of e-learning and knowledge management" this is a relatively lengthy article, covering a broad spectrum of km topics. the authors begin by attempting to define knowledge and by stressing the importance of linking knowledge management to corporate strategy. the article also provides a

cops89.htm http://km.brint.com
www virtual library on knowledge management
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retrieval online teaching and learning organizations publications software and tools related categories computers: software: document management science: social sciences: cognitive science related resources e-business e-business, e-commerce, enterprise resource planning, customer relationship management, supply chain management, enterprise application integration, web performance, wireless,... biztech business process reengineering, organizational learning, complex systems, virtual organizations, intellectual property,... technology internet, software, hardware, programming, security, open source, operating systems, ai, software engineering, ... unsolicited comments about brint.com from some km experts "some sticky sites define their audiences more narrowly and therefore are more selective about what they offer... @brint.com, an

cops402.htm http://www.km.gov/cop/cop_primer.html
primer on communities of practice
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hard to pull out and remember. most of us learn best when faced with a problem and need ideas to solve it, when we "pull" information currently relevant. whether using person-to-person forums or information technology, knowledge sharing should be designed to respond to pull rather than push information out to people. communities of practice live within an organizational culture. if the organization values learning and sharing knowledge, it will provide a rich ground for growing communities of practice. but that means managers need to give people the time and encouragement to reflect, share ideas with other teams and think through the implications of other teams’ ideas. build on the natural energy for learning. whether the culture supports it or not, communities of practice arise in most organizations. rather than creating a new "program" for

cops98.htm http://rose.iinf.polsl.gliwice.pl/~kwadrat/www.csun.edu/cod/conf2001/proceedings/0071slatin.html
csun 2001 conference: proceedings: communities of practice in the inclusive classroom
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etienne wenger (1998), a community of practice is characterized by mutual engagement in a joint enterprise using (and creating) a shared repertoire of tools, artifacts, ideas, and information. wenger writes that the boundaries of such communities do not necessarily coincide with formal institutional or organizational boundaries-classrooms, grade-levels, etc. but successful teaching and learning in computer-based environments often depend heavily upon pedagogical designs that foster development of and participation in such communities, and, in the present instance, on the computational environments that support them. the fundamental premises of wenger s social theory of learning are (or seem to be) deeply inimical to the assumptions underlying the title of the individuals with disabilities education act of 1994 (amended

cops109.htm http://watserv1.uwaterloo.ca/~tcarey/cadretel_progress.html
the cadretel project update: what is cadretel?
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teams: hci + telelearning lab at the university of waterloo aries lab at the university of saskatchewan safari lab at the universite de montreal centre for applied cognitive science at oise/ut vision statement: a knowledge-building support environment for the reflective communities of practice and concept at the convergence of advances in organizational memory, performance support systems, and networked collaborative learning. the main goal of the cadretel project is to support learning that takes place in knowledge building communities and to support the environment in which the community interacts. in essence, it is the creation and organization of concept and practice. the following diagram outlines the three main areas related to the cadretel project.

cops402.htm http://www.km.gov/cop/cop_primer.html
primer on communities of practice
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http://www.fastcompany.com/online/01/people.html (2) wenger background: http://www.knowledgeecology.com/keu/fac/ewenger.shtml (3) wenger article cop - learning as a social system: http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml (4) overview of wenger s cop chapter 4: http://hale.pepperdine.edu/~ejwheele/cop.htm (5) wenger s 14 steps - how to optimize organizational learning: http://www.trusteemag.com/thfnet/th960401.htm (6) richard mcdermott s excellent article from km review (fall 99) nurturing threedimensional communities of practice: how to get the most out of human networks: http://www.co-i-l.com/coil/knowledge-garden/cop/dimensional.shtml (7) william m. snyder aug 97 28-page research article with lengthy bibliography:

cops434.htm http://www.library.ualberta.ca/subject/knowledgemanagement/index.cfm
knowledge management - business - university of alberta libraries
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focuses on opportunities for knowledge technology in five knowledge management areas: personalisation, creation/innovation, codification, discovery and capture/monitor. back to list of topics searching for more to find books, search local library catalogues and online bookstores. try using subject headings such as: information resources management knowledge workersinformation technologyknowledge managementintellectual capitalorganizational learning back to list of topics to search the internet, use the terms for the areas of study listed above as well as phrases such as: knowledge creation, organizational learning, data_mining, knowledge flow, or information technology to locate information about knowledge management. try using one of these knowledge management portals: @brint.com: knowledge management dmoz open directory

cops113.htm http://users.rowan.edu/~dema7777/linking_competitive_advantage_wi.htm
linking competitive advantage with communities of practice
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the nature of learning requires participation inthe doing, the sharing of perspectives about the doing itself, and the mutual development of both the individualand the collective s capabilities in the process. thus, it is in the social interaction of the community,not in the individual heads and hands of its producing members, that the community s practice exists and evolves.with its emphasis on individual learning, organizational purpose, and systems outcomes, such a communityappears especially well-suited for on-going value creation in a time of change. the challengein the creation of such a community becomes one of preserving, supporting, and enriching the developmentof each individual s uniqueness within the context of the community, and then linking this uniquenesswith community purpose rather than subordinating the individual

cops458.htm http://www.odnetwork.org/odponline/vol32n4/knowledgenets.html
~ od practitioner online - vol. 32 / no. 4 ~
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that no one really likes, but we seem a bit stuck with it at the moment. i like knowledge leadership myself.) a knowledge strategy serves as a unifying frame for building organizational capability across multiple arenas. for example, xerox’s corporate strategy director dan holtshouse, takes a broad approach to knowledge claiming "managing for knowledge means creating a thriving work and learning environment that fosters the continuous creation, aggregation, use and re-use of both organizational and personal knowledge… in the pursuit of new business value." xerox embraces no less than ten knowledge-focused strategic domains: sharing knowledge and best practices instilling responsibility for sharing knowledge capturing and reusing past experiences embedding knowledge in product, services and processes producing knowledge as a product driving

cops458.htm http://www.odnetwork.org/odponline/vol32n4/knowledgenets.html
~ od practitioner online - vol. 32 / no. 4 ~
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documenting informal meetings mapping knowledge flows and knowledge relationships designing and creating a community support structure coaching community coordinators, communicators and support staff working with designers of work spaces to improve knowledge sharing building organizational support stage 3: maturing. the community takes charge of its practice and grows. members set standards, define a learning agenda, and deal with growth. by now they are engaging in joint activities, creating artifacts, and developing commitment and relationships. opportunities for od support guiding a community through growth co-developing support strategies for the group learning agenda creating frameworks, guidelines, measures and temperature checks for development designing knowledge capture and documentation systems designing,

cops207.htm http://www.albany.edu/cpr/sds/senge.htm
building the sol sustainability consortium
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2000) can enable the development of: (1) personal relationships and networks that can sustain change through the inevitable ups and downs in individual organizations; (2) longer-term and deeper inquiry than is possible in individual organizations overwhelmed by day-to-day pressures; (3) collaborative capacity building, such as through shared educational programs, learning tools and processes; (4) collaborative experiments with new learning approaches; and (5) a systemic perspective emerging from facing common dilemmas and dynamics in different organizational settings. inspired by these ideas, in 1999, a group of sol member companies, consultants and researchers came together to form the sol sustainability consortium.  the collaborative effort is just in its infancy.  nonetheless, it represents a promising approach to building knowledge for

cops471.htm http://www.research.ibm.com/journal/sj/404/lesseref.html
communities of practice and organizational performance - references
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journal of research and development   staff     contact us     related link:        ibm knowledge    management     volume 40, number 4, 2001 knowledge management  table of contents: html pdf ascii   this article: html pdf ascii copyright info     communities of practice and organizational performance - references by e. l. lesser and j. storck cited references e. wenger, communities of practice: learning, meaning and identity, cambridge university press, cambridge, uk (1999). j. lave and e. wenger, situated learning: legitimate peripheral participation, cambridge university press, cambridge, uk (1991). p. hildreth, c. kimble, and p. wright, “communities of practice in the distributed international environment,” journal of knowledge management 4, no. 1, 27–38 (2000). j. storck and p. hill, “knowledge diffusion through strategic

cops11.htm http://alexia.lis.uiuc.edu/~ruhleder/publications/96.academy.html
ruhleder, jordan, elmes: wiring the "new organization"
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organizations." acm transactions on information systems 12 (2): 174-207, 1994. orr, julian. "narratives at work: story telling as cooperative diagnostic activity." in conference on computer supported cooperative work in austin, tx, acm 1986. ruhleder, karen. "computerization and changes to infrastructures for knowledge work." the information society 11 (2): 131-144, 1995. sachs, patricia. "transforming work: collaboration, learning, and design." communications of the acm 38 (9): 36-44, 1995. simon, herbert a. "bounded rationality and organizational learning." organization science, 2(1):125-134, 1991. star, susan leigh and karen ruhleder. "steps towards and ecology of infrastructure: complex problems in design and access for large-scale collaborative systems." in computer supported cooperative work in chapel hill,

cops207.htm http://www.albany.edu/cpr/sds/senge.htm
building the sol sustainability consortium
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1985; isaacs, 1999) and examining language as a method of organizational coordination (ford ford, 1995). infrastructures concern organizing resources to aid the work of the consortium members.  for example, it is crucial to start with the right people.  in particular, we sought to start the consortium with both senior executives and staff and local line leaders with a successful track record in past organizational learning efforts. these were people who had succeeded in accomplishing significant practical outcomes, while simultaneously innovating in creating more open, inquiry-oriented, and trusting work environments.  the personal integrity, depth of commitment, and practical know-how of this initial group created, in effect, an initial infrastructure endowment, inspiring confidence in future possibilities and aiding in securing

cops472.htm http://www.parc.xerox.com/ops/members/brown/papers/orglearning.html
organizational learning
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that are formed within it and the distribution of power among them. conceptual reorganization to accommodate learning-in-working and innovation, then, must stretch from the level of individual communities-of-practice and the technology and practices used there to the level of the overarching organizational architecture, the community-of-communities. it has been our unstated assumption that a unified understanding of working, learning, and innovating is potentially highly beneficial, allowing, it seems likely, a synergistic collaboration rather than a conflicting separation among workers, learners, and innovators. but similarly, we have left unstated the companion assumption that attempts to foster such synergy through a conceptual reorganization will produce enormous difficulties from the perspective of the conventional

cops207.htm http://www.albany.edu/cpr/sds/senge.htm
building the sol sustainability consortium
cops
have noted above the importance of having present corporate leaders who evoke trust and emulation. this can, in turn, lead to new guiding ideas and new investments to develop method and tools shared within the entire consortium.  the consortium becomes a locus for shared knowing and collective action, while it is simultaneously developing a network of engaged and learning-oriented organizational leaders.    fostering shared learning and collaboration system dynamics as language the language of stocks and flows is proving to be a useful starting point for developing shared understanding of sustainability among the consortium members.  many have extensive experience with various sustainability frameworks and are concerned that “the array of sustainability frameworks can be bewildering for firms seeking to develop shared images of where they want to

cops479.htm http://www.research.ibm.com/journal/sj/404/lesser.html
communities of practice and organizational performance
cops
effective way for organizations to handle unstructured problems and to share knowledge outside of the traditional structural boundaries. in addition, the community concept is acknowledged to be a means of developing and maintaining long-term organizational memory. these outcomes are an important, yet often unrecognized, supplement to the value that individual members of a community obtain in the form of enriched learning and higher motivation to apply what they learn. although we (and others, e.g., see references 4, 6, and 7) assert that communities of practice create organizational value, there has been relatively little systematic study of the linkage between community outcomes and the underlying social mechanisms that are at work. the difficulty in assessing their contribution is that communities are often hidden assets,

cops479.htm http://www.research.ibm.com/journal/sj/404/lesser.html
communities of practice and organizational performance
cops
in our study suggested a number of different mechanisms in which communities of practice influenced business outcomes. although many of these were tied to the specific business environment that each of the communities operated within, our analysis highlighted four areas of organizational performance that were impacted by the ongoing activities of communities of practice. these included: decreasing the learning curve of new employees responding more rapidly to customer needs and inquiries reducing rework and preventing “reinvention of the wheel” spawning new ideas for products and services decreasing the learning curve of new employees. a common challenge faced by many companies is the need to rapidly increase the productivity of new employees. as employee mobility continues to increase across organizations, the ability to quickly assimilate

cops479.htm http://www.research.ibm.com/journal/sj/404/lesser.html
communities of practice and organizational performance
cops
pass along the underlying “rules of the firm” in addition to providing the vocabulary necessary to pass along the community wisdom. measurement. another future direction for community research would be to measure the effectiveness of various social capital activities with respect to organizational performance. for example, what is the impact of using expertise location technologies or holding face-to-face meetings on reducing the learning curve of new employees? similarly, how can the use of stories enable individuals to better understand the context of best practices in other parts of the organization? these are additional issues that should be addressed as we continue to learn about the return on investment of organizational interventions. conclusion it is widely recognized that communities of practice

cops494.htm http://www.skyrme.com/events/index.htm
knowledge events
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explore multimedia narrative. in conjunction with acm sigchi 2001 conference. strictly limited in numbers. apply for details to karel vredenberg: karel@ca.ibm.com. 21 march. storytelling master class. london. led by storytelling advocate and practitioner david snowden (ibm). ark group. http://www.ark-interactive.com 12-15 mar. knowledge management and organizational learning. london. linkage conferences. http://www.linkageinc.com/conferences/ 27 feb - 1 mar. three separate seminars/workshops with a strong knowledge theme - corporate portals, knowledge management in a networked world, tools and applications for knowledge management. london. unicom seminars. http://www.unicom.co.uk/enterprise2001. 11-14 february. braintrust-2001. san francisco. a practitioner s forum

cops258.htm http://www.cc.gatech.edu/~asb/workshops/chi/99/participants/jones.html
… the success of communities will determine the success of the kx system …
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knowledge and improve work practices. an especially important part of this research was to conduct an assessment of andersen consulting’s knowledge management practices. andersen consulting has one of the world’s largest installed lotus notes infrastructures with over 50,000 users worldwide. we visited 17 locations and interviewed and observed over 150 people to understand issues in knowledge sharing and organizational learning. communities of practice emerged as an important component in effective corporate knowledge management, so we explicitly focused on understanding the role of communities and how they function most effectively, taking into consideration a wide diversity of community types. one outcome of the research on communities of practice was an analysis of success factors for successful on-line forums for

cops14.htm http://books.brint.com
books to click largest business information technology knowledge management book store
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policy information privacy information security information society information systems performance intellectual capital intellectual property intelligent agents internet business internet marketing internet portals internet regulation internet security internet services internet communication intranets investments java knowledge management linux management consulting management related careers mutual funds olap oltp oracle organizational learning outsourcing personal finance investing quality management sap simulation modeling stock market stock options stocks and bonds supply chain management systems integration systems thinking telecommuting total quality management value chain venture capital visual basic wall street webmaster work flow management year 2000 featured selections from @brint.com network members and

cops211.htm http://www.brint.com/km/whatis.htm
knowledge management for the new world of business
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predictable change that could be deciphered by most formal information systems. during this period, information systems based on programmable recipes for success were able to deliver their promises of efficiency based on optimization for given business contexts. resource checklist: books and encyclopedias unesco encyclopedia of life support systems (eolss) theme on knowledge management, organizational intelligence and learning, and complexity by l. douglas kiel (ed.) (unesco-eolss, forthcoming in 2002) knowledge management and business model innovation by yogesh malhotra (ed.) (idea group publishing, 2001) knowledge management for the information professional by k. srikantaiah & m.e.d. koenig (eds.) (information today inc., 2001) knowledge management and virtual organizations by yogesh malhotra (ed.), (idea group publishing, 2000)

cops215.htm http://www.brint.com
brint.com the premier business and technology portal and global community network for e-business, information, technology and knowledge managers, professionals and entrepreneurs defining, designing and implementing business enterprises for the new economy.
cops
model innovation knowledge management and virtual organizations new economy business technology featured articles your browser should have javascript and stylesheets enabled. how to protect your organization’s e-mail? how to reuse legacy systems by application mining? topical resources new economy business technology portal information · business technology · international business · magazines journals · reengineering (bpr) · organizational learning · intranets · virtual organizations · outsourcing · complex systems · e-commerce · small business · internet web strategy design · internet web technology tools · information policy · intellectual property · education, research, teaching publication · trends issues · information sys