The paper “ Knowledge Cafe and Wiig's Knowledge Management Cycle Model” is a thoughtful example of coursework on the management. Knowledge café is an important tool in the education system when used as a base method of sharing knowledge and experiences involving a given topic. Most importantly the tool is useful in connecting people like the student and helps them in developing as well as generating new thoughts and ideas through sharing lessons learned across various courses and from different departments. In this case, we applied a knowledge café tool as a base to help in informing and directing our group in addition to setting its pace (Gorelick and Milton, 2004).
Using this tool required all members of our group to be involved and feel free to share their relevant experience as it was important to get each member's experience so that we discuss it as a team to ensure a full understanding of previous learning. The overall time required for a different session was about three hours and this time allowed for the use of introductory presentation, and the rest of the process was carried out focusing on a structured casual conversation.
Each session had a different facilitator who used to pose the question which each group was required to deal with as well as keeping time and ensuring the session was smooth. What used to happen is that the facilitator could pose the first question to each group and set the period required to share our relevant knowledge and exposure in the specific field. Once the time was up, we could switch groups and gather with new people and discussion could begin again for specific time tackling the same question though with new members and this encouraged new insight to emerge.
We repeated this three times, and each knowledge café lasted for 60 minutes. In capturing the conversation in each knowledge cafe, there was an allocated individual who used to take notes for each group, and the notes used to be shared afterward. In summarizing each knowledge café , we formed a closing circle, and every participant would gather in one large group to discuss what each had learnt throughout the process. Wiig knowledge management cycle modelSpecifically, this paper uses both description and analysis of knowledge café an educational tool approach we used to analyze and discuss possible solutions to the failing University online systems.
We used a knowledge management approach to provide descriptive as well as an analysis of the overall group discussion (Sabherwal, and Becerra‐Fernandez, 2003). Knowledge management is actually multi-disciplinary in nature, and this report has carefully examined it within domains of learning, strategy, use of technology as well as innovation. Using Wiig KM theoretical cycle, this paper outlines the extent to which the use of a different range of knowledge management features throughout the knowledge café group discussion was critical as it formed a close link between the theoretical and practical approaches to knowledge acquisition. The key knowledge outcomes of capture, creation, codification, sharing, refinement application, as well as diffusion, were founded on Wiig KM cycle model throughout our knowledge café participations (Wang, 2008).
Wiig's framework of knowledge was among the very first models to address the need to have a coherent and practical framework for knowledge management (Wiig, 1993).
In its development stage, Wiig model aimed at identifying a set of organizational knowledge processing phases basing his approach on the principle that for knowledge to be useful and valuable, it must be "organized" (Dalkir, 2011). Besides using this model in designing and approaching our knowledge café whose primary goal was to practice and enhance knowledge sharing was crucial in understanding flexibility and specificity that knowledge has to come with to be useful. The model uses colloquial terms in describing each of its four major stages of a build, hold, pool and apply.