Knowledge Management and Organizational Learning英文资料.pdfVIP

Omega 36 (2008) 167–172 /locate/omega Editorial Knowledge Management and Organizational Learning In the past decade, many journals have published KM life cycle models that describe the key aspects of special issues on knowledge management (KM) and/or KM, ranging from Davenport and Prusak’s [1] 3-stage organizational learning (OL). In surveying as many of model (“generate, codify/coordinate, transfer”) to Ward these special issues as we could identify, we found that and Aurum’s [2] 7-stage (“create, acquire, identify, ada- KM is sometimes treated as a panacea or a fad and that pt, organize, distribute, apply”). Other similar models OL is similarly regarded as either “hype” or as of fun- have been presented by Tiwana [3], McElroy [4], Alavi damental importance to management. One paper that and Leidner [5], Kucza et al. [6], Meehan and Richard- we read asks the question, “Is KM still relevant?”, sug- son [7], Rus and Lindvall [8], Nissen [9], Edwards gesting that it once was, but may not now be. Thus, the [10], Qureshi et al. [11], and Chang Lee et al. [12]. development, achievement and loss of relevance by KM Our own cycle model, which makes use of parallel has apparently occurred in the brief space of a decade paths in order to make important distinctions, is shown and a half! in Fig. 1. The various activities listed under some of We believe that tremendous progress that has the major phases are meant