Search

Organizational learning (OL) enables organizations to transform individual knowledge into organizational knowledge. Organizations struggle to implement practical approaches due to the lack of concrete prescriptions. We performed a literature review to identify OL approaches and linked these approaches to OL theories. We synthesized 18 OL approaches across three domains: people (seven approaches), processes (nine), and technologies (two). Furthermore, we suggest two directions for future research: referring to the evaluation of our results and addressing the contingencies of OL effectiveness. Our mapping guides organizations in the design of learning processes to improve long-term performance. Although relying on a single approach is unlikely to comprehensively enable OL, our mapping facilitates the combination of several approaches aligned with organizational culture and processes.

This article reports on the development of a knowledge management (KM) dictionary and its application to automated content analysis to investigate topical foci of KM publications and provide an overview of the current research landscape. While automated content analysis gains importance, a problem prevails concerning the use and analysis of compound concepts (e.g., organizational learning). Using a self-developed dictionary of KM-related compound concepts, a sample of 4,290 publications from ten top-ranked KM journals and one KM conference was analyzed using text-mining software. Based on the dictionary approach, this study investigates core research themes of the KM discipline and compares key research interests throughout the IJKM community and those of other outlets. The investigation provides guidance to identify research opportunities in KM and provides useful implications concerning the application of dictionaries. Practitioners might adapt their organizations' approaches to KM accordingly, with regard to prevailing themes and trends in KM research. [ABSTRACT FROM AUTHOR]

The effectiveness of information technology (IT) depends on its embeddedness into its contingent context. Thus, enabling adequate knowledge management (KM) system design requires awareness of the characteristics of the knowledge that is created. Since related insights are missing, we explore what software developers learn on their projects by conducting interviews based on the Repertory Grid Technique. We assess the characteristics of the identified knowledge and skills and derive suggestions for KM system design accordingly. Our study gives rise to challenge the common idea that KM design should be chosen according to the type of knowledge (explicit versus tacit) to be managed. Incorporating further knowledge characteristics (task domain and volatility of knowledge), our results indicate that organisations should implement a codification strategy or a strategy between codification and personalisation, depending on the knowledge at hand. [ABSTRACT FROM AUTHOR]