Methods and tools for corporate knowledge management

Dieng, Rose; Corby, Olivier; Giboin, Alain; Ribière, Myriam

doi:10.1006/ijhc.1999.0281

Cited by 173 publications

(96 citation statements)

References 23 publications

(23 reference statements)

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“…In this phase, it is necessary to gather experience from project members so that it can be utilized in future projects. Although, the shared knowledge is unlikely to be needed in its shared format after termination, anything of future use should be retained by individual companies (Dieng, et al 1999). Generally, the process and agreements about knowledge sharing and dissemination is decided during creation stage in collaboration contracts and agreements.…”

Section: Operationmentioning

confidence: 99%

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Role of Semantic Web in the Changing Context of Enterprise Collaboration

Khilwani

2013

Interoperability for Enterprise Software and Applications

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Section: Operationmentioning

confidence: 99%

“…In order to create and maintain a corporate memory, it is essential to plan and establish a workable record keeping system. According to (Dieng, et al 1999), the formation of corporate memory relies on the following steps:…”

Section: Corporate Memorymentioning

confidence: 99%

Role of Semantic Web in the Changing Context of Enterprise Collaboration

Khilwani

2013

Interoperability for Enterprise Software and Applications

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“…Indeed, specialists place great emphasis on the formalization of knowledge (Prax, 2000), and even more so on important phenomena such as organizational memory (Dieng et al, 2000) and organizational learning (Lawson & Lorenz, 1999).…”

Section: Knowledge As a Resource To Formalizementioning

confidence: 99%

Tacit Knowledge: Revisiting the epistemology of knowledge

Lejeune

2011

mje

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The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating. The intuitive nature of tacit knowledge, its particular context, and the difficulty of expressing it in words call into question the very foundation of the notion of competency and its value in education. What parameters might be used to clarify tacit knowledge and its place within so-called “organizational” knowledge? Certain characteristics of tacit knowledge may contribute new considerations to the ongoing debate as to the true nature of competency.La notion de savoir tacite implique toute la richesse de l’expérience qu’une personne acquiert avec le temps, qu’elle mobilise et qu’elle met en oeuvre dans le but d’accomplir efficacement une tâche, de réagir à des imprévus ou d’innover. Le caractère intuitif du savoir tacite, son contexte particulier et la difficulté à l’exprimer en mots interrogent les fondements mêmes de la notion de compétence et sa valeur pour l’éducation. Que seraient les paramètres pouvant nous aider à préciser le savoir tacite et sa place dans l’ensemble du savoir dit “organisationnel” ? Certaines caractéristiques du savoir tacite peuvent apporter de nouveaux éléments au présent débat quant à la véritable nature de la compétence

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“…Advances in Knowledge Management (KM) based on Information Technology (IT) provide important means to increase productivity and achieve the team effectiveness [4] since it provides methods and tools that capture, understand, share, and facilitate knowledge access and reuse by team members to create value [5][6][7]. However, IT support cannot cover more than 10-30% of KM [8].…”

Section: Introductionmentioning

confidence: 99%