Knowledge Management Systems Week 3 2 SECI Model

Knowledge Management Systems Week 3 -2 SECI Model & Naval Knots 1

Managing Knowledge 1. 2. 3. 4. Create new knowledge (R&D, Innovation) Transfer knowledge (learning) Aggregate/combine knowledge Use knowledge

Knowledge Flow Knowledge Source Knowledge Management system Flow of Knowledge Target

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Socialization Sharing tacit knowledge through face-to-face communication or shared experience. Informal social intercourse and teaching by practical examples. An example is an apprenticeship. 5

Externalization Trying to convert tacit knowledge to explicit knowledge by developing concepts and models. In this phase tacit knowledge is converted to understandable and interpretable form, so it can be also used by others. Externalized and theoretical knowledge is a base for creating new knowledge. 6

Combination Compiling externalized explicit knowledge to broader entities and concept systems. When knowledge is in explicit form it can be combined with the knowledge that has been filed earlier. In this phase knowledge is also analyzed and organized. 7

Internalization means understanding explicit knowledge. It happens when explicit knowledge transforms to tacit and becomes a part of individual’s basic information. 8

Ba The four Ba's proposed by Professor Ikujiro Nonaka are as below: 1. Originating Ba – social space 2. Interacting Ba - collective reflection 3. Cyber Ba - virtual 4. Exercising Ba - learning 9

Knowledge Management Practices A Knowledge Management capability should have the following KM Practices: 1. Develop and Embed Strategy 2. Learn as an Organization 3. Apply Knowledge 4. Leverage Technology and Infrastructure 5. Shape a Knowledge Capability and Culture 6. Evaluate and Measure Performance 10

Naval Knot Knowledge Management Objective: To develop the skill to tie a bowline The ability of all deck crew to be able to tie a bowline is critical to the safety of all crew and the ship. All crew must be able to tie a bowline in dark, wet, cold conditions when the deck is pitching. Failure to be able to lash a load may result in the loss of life. 11

Background The Bowline is a knot that creates a fixed loop at the end of a rope. It is one of the most wellknown and important knots used in boating and sailing and is often called the King of Knots due to its versatility, strength, and stability. It is easy to learn, quickly made, and easy to untie after being placed under heavy strain. In fact, the ability to untie the knot after being under high strain and subjected to harsh conditions is what makes it a fantastic knot for running rigging. 12

The story On March 31 st a British seaman was rescued from the Atlantic Ocean in the early hours of the morning after falling overboard during fishing surveillance operations. Andrew Taylor (46) from London went over the side at 00. 43 BST in rough weather and was sighted again at 01. 55 BST before being recovered at approx. 02. 13 BST this morning (13. 13 local time, 30 March). The incident happened in rough weather with 35 knots of wind and clear visibility, during a watch change in daylight. 13

The story cont’d Sean Mc. Carter (32) from Derry Londonderry reported that he was working with Andrew on dogging down a chain near the bow when a wave struck and he went over the side. Sean immediately went back to the bridge and the officer of the watch initiated the MOB (man overboard) procedure. Captain Justin Taylor explained: “In these conditions a man overboard is swept away from the ship very quickly and visual contact can be lost in the swell. We have a well-rehearsed procedure to mark the position, search for and recover the crew member as quickly as possible. 14

The story cont’d “An hour and a half is a very long time to be in the water in these conditions but a combination of his sea survival training and seven months at sea as well as wearing a life jacket will have contributed enormously to his survival. ” The MOB procedures were put into practice flawlessly by the crew in difficult conditions. It is a tribute to their training and determination that Andrew was successfully recovered. ” 15

The story cont’d “It is always a concern when we have a major incident and we will want to analyse the circumstances in detail to see if there is anything we need to learn or review as a result. ” An inspection of his harness found that his quick release clip had become separated from the harness line. As a result of an interview with the sailor, it was discovered that he had tied off his QR clip with 2 half hitches instead of bowline or a figure of 8 loop knot. 16

Activity Break up into 4 groups to learn how to tie a bowline: • Group 1 - written instructions • Group 2 - video • Group 3 - story • Group 4 - surveillance of the other groups 17

Group 1 - written instructions 1. Create an underhand loop in the line leaving a generous amount for the working end 2. Bring the end up through the loop behind around the standing part of the line 3. Then back down through the loop and tighten the knot by pulling on the end, standing part, and loop 18

Group 2 - video http: //www. youtube. com/watch? v=h. Ids. TZTUl 6 E 19

Group 3 - story • The method for making a Bowline is easy to remember by using the following story as a metaphor • "Jack the rabbit has a warren that is just over the hill. Each morning, he jumps out of the hole, runs behind the tree, and then back into the hole". 20

Group 4 - surveillance • How long did it take for everyone in the group to tie a bowline correctly? • Was the extent of group interaction and shared learning? • How many knowledge recipients were there? • What was the knowledge source? • How authentic, reliable and credible was the knowledge source? 21

Results • What happened? • Which approach is – the most effective? – the simplest and cheapest? – Most portable? – Most repeatable? – Best retention over time? – Most transferable? – Asynchronous? – Collocated? 22

Reflection 23

Efficiency of knowledge transfer =9% efficiency 30% 24

Did we: • Transfer, distribute or share knowledge? • Externalise, capture or store knowledge as information? • Combine, aggregate or improve the knowledge? • Research, access information and internalise it in a context to acquire knowledge • Create or discover new knowledge? • Use knowledge? 25

Knowledge Flow Knowledge Source Knowledge Management system Flow of Knowledge Target