Maturité organisationnelle des organisations publiques et management des connaissances

Abstract

Sommaire Les départs massifs à la retraite dans les fonctions publiques et le non‐renouvellement d'environ la moitié des effectifs posent non seulement le défi du transfert intergénérationnel des connaissances, mais aussi celui du management de ces dernières. Dans les ouvrages scientifiques sur le sujet, les notions d'apprentissage organisationnel, d'organisation apprenante et d'organisation intelligente sont présentes, mais elles ne sont pas articulées entre elles. Par ailleurs, les résultats d'une recherche menée auprès de 50 cadres de la fonction publique québécoise, nous ont permis de faire état de la situation et de brosser un portrait du contenu du transfert et de la manière dont il est transmis, ou pourrait l'être. Nous intégrons ensuite ces résultats dans un modèle de maturité organisationnelle en cinq phases, lequel permet d'articuler les concepts d'apprentissage organisationnel, d'organisation apprenante et d'organisation intelligente.

The sharing and management of managers' knowledge: A structured literature review

“…According to this definition, knowledge is, therefore, constructed and is embedded in individuals and communities (Monavvarian & Kasaei, ). According to Lemay et al (), knowledge can be viewed as an object (Gherardi, ) that can be processed in a range of ways—cognitive (DeFillippi & Ornstein, ; Dodgson, ), social (Gherardi, Nicolini, & Odella, ; Lave & Wenger, ), behavioral (Cyert & March, ), and technical and technological (Miller, Zhao, & Calantone, ; Tuomi, ). Béliveau () has drawn on the definition set out by Roy et al (, p.1), according to whom knowledge is:

“any idea or organized representation of the real, whether founded on lived experience, experiment, experience, science, facts or beliefs.

…”

“…According to Gao et al (), implicit knowledge is another form of tacit knowledge that is shared or understood by people or groups that are either unwilling or unable to explicitly express it (for cultural reasons, for example; Li & Gao, ). Implicit knowledge is informal and refers to practice (Frappaolo, ; Li & Gao, )—“that is, the way things are done, behaviors, and a kind of unwritten instructional manual that is tinged by the personality of the individuals (idiosyncrasy)” (Lemay et al, , p. 300).…”

“…Knowledge management was also examined from the point of view of organizational learning, which serves to define the quality of knowledge in an organization as well as the effectiveness with which knowledge is used (Lemay et al, ; Pérez López et al, ). According to Lemay et al, (2012), there are three main perspectives on organizational learning.…”

“…In addition to structure, the leadership demonstrated by upper management was identified as a determinant of knowledge sharing in eight articles (Lemay et al, ; Rinfret et al, ). Leadership was seen as coming into play as a determinant whenever upper management has a clear vision of organizational changes (Taylor & Wright, ), promotes or fosters knowledge sharing (Béliveau, ; Goh, ; Lin & Lee, ), clearly communicates the benefits of knowledge sharing (Lin & Lee, ; Riege, ), and has a well‐defined knowledge sharing strategy (Goh, ; Ward & Wooler, ).…”

“…Finally, the fifth coding category dealt with the determinants of the sharing and management of managers' knowledge. These determinants were further subdivided into two subcategories—that is, those located at the individual level and those at the organizational level (Gao, Li, & Clarke, ; Lemay, Bernier, Rinfret, & Houlfort, ; Rinfret, Bernier, Houlfort, Lemay, & Mercier, ).…”