Knowledge Cafe and Wiig's Knowledge Management Cycle Model - Coursework Example

Knowledge management Student’s Name Subject Professor University/Institution Location Date 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 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 experience so that we discuss it as a team to ensure 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 for 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 afterwards. 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 model Specifically, 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 use of a different range of knowledge management features throughout the knowledge café group discussion was critical as it formed a close link between theoretical and practical approach 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 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 build, hold, pool and applies. Knowledge building Knowledge building was identified as a primary goal for individual's participation in each knowledge café; each group participant was needed to engage fully in different team activities. In obtaining new information the school ICT system was helpful as it provided sources for needed to get new materials. Course books and experiential learning by using different members' personal experience in various fields acted as a source of new information to the group (Kolb, 2014). Acquired knowledge was analyzed by engaging different team members and drawing from their individual experiences when interpreting different group task. Furthermore, after analyzing information, it was necessary to reconstruct it into various forms by having a particular individual tasked to reconstruct the discussion findings into an executive summary noting main topics discussed in each group. Ditton, Loomis, and Choi, (1992), expounded on the importance of codifying obtained information by conceptualizing it in different illustrations mainly graphs and flow charts that were more meaningful and elaborative of processes and different scenarios identified. In each knowledge café, we concluded by organizing the acquired knowledge in a particular chronological order that represented the array of events in a way in which they could build meaning even from an outsider. The diverse new knowledge obtained through different knowledge café was accumulated and embedded in repositories and archived. The knowledge obtained through discussions was deemed necessary if converted into more tangible forms through documentation. Knowledge hold In satisfying what Wiig framework second phase model referred to as knowledge hold, the information obtained from various knowledge café were archived in the school computer-based repositories as new knowledge (Wong, and Aspinwall, 2004). Most of the newly gained insights were accumulated in repositories through encoding it as new knowledge into computer based memory. The knowledge was further embedded by adding it to procedure manual relating on improving online University ICT systems. Furthermore the necessity to archive knowledge as part of hold process was established and the group sought importance of creating a scientific online site where this knowledge item could be archived for future use. Knowledge pool Specifically in doing what Wiig could have referred as knowledge pool, different knowledge café had members who acted as a collaborative team that was necessary for assembling and retrieving knowledge. Different group discussion utilized unique ways in gathering new information purposely through social interaction and various brainstorming sessions. Consulting with various team members contributed a lot in identifying various members with expertise in a given areas. Also, digital libraries, as well as knowledge base systems available in the University ICT systems, were important sources for pooling new insights that were required in knowledge café. Knowledge apply After attending different knowledge café, the importance of applying knowledge gained through various groups' discussion to generate meaningful individual benefits was called for. In what Wiig framework fourth phase calls apply, in referring to use of this refined knowledge in carrying out routine tasks and when performing more general knowledge in surveying exception situations. The knowledge gathered in various group discussions through knowledge café was found useful as we could apply it in handling other subjects and describing different scenarios. Furthermore considering that different knowledge café contributed to gain of new perspectives and approaches to doing things, the knowledge gained was useful to each group member in whatever way they choose to use it either as encapsulated knowledge or whether using it in accomplishing individual tasks and assignments. Personally, the knowledge gained through participating in various knowledge café was useful as it helped me in supporting observation, characterization as well as in analyzing different situations in my studies. Moreover, knowledge gained was useful in forming bases to support synthesis and evaluation of alternatives when developing a solution for given cases both in my studies as well as in real life. Conclusion Knowledge processing according to Wiig is at three levels, starting from an individual, to the group and the organization and this provides a framework for problem analysis that calls for a multi-dimensional approach to establishing a solution to a problem. In using this framework to find a solution for the inefficient University online system, it calls for each of our team members in the knowledge café to generate knowledge on best approach that could be applied to improving the system efficiency. Basing the knowledge café to follow this particular framework provided a good platform for obtaining knowledge from various sources ranging from individual group members experiences in which most of them had dealt with a similar problem at some point. Using their prior experience formed a strong base in drawing from their experiential learning. The framework call for knowledge obtained to be analyzed further, this proved useful in emphasizing on the findings highlighted by different group members scrutinizing their reliability as well as their sustainability as solution to the problem. Besides, analyzing different suggestions from group members called the group to extract meaning and value of different approaches to dealing with the problem calling for understanding of causal relationship while still verifying for correctness and validity of that suggestion. Documentation phase provided by this framework made it a necessity to document the gained knowledge making it available for future use (Agrawal, 2002). The applied phase of this framework provided an opportunity for the knowledge gained to be implemented as a solution in executing online system to enhance its overall effectiveness and adequacy. Appendix: Summary References Gorelick, Milton, and April, K., 2004. Performance through Learning: Knowledge management in practice. Routledge. Sabherwal, R. and Becerra‐Fernandez, I., 2003. An empirical study on the effect of knowledge management processes at individual, group, and organizational levels*. Decision Sciences, 34(2), pp.225-260. Wang, H. and Wang, S., 2008. A knowledge management approach process for business intelligence. Industrial Management & Data Systems, 108(5), pp.622-634. Wiig, K.A.R.L., 1993. Knowledge management foundation. Arlington: Schema Press.–1993. Evans, M., Dalkir, K. and Bidian, C., 2015. A holistic view of the knowledge life cycle: the knowledge management cycle (KMC) model. Issues in Knowledge Management, Volume Two, 2, p.47. Wong, K.Y. and Aspinwall, E., 2004. Knowledge management frameworks: Knowledge and Process Management, 11(2), pp.93-104. Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and development. FT Press. Ditton, R., Loomis, and Choi, 1992. 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