Knowledge Assessment

Knowledge Assessment

DOI: 10.4018/978-1-4666-4727-5.ch006
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This chapter focuses on assessing organizational performance with respect to knowledge flows. The authors look at several theoretical and practical bases for assessment and then discuss knowledge measurement, value analysis, and learning curves in some detail, including examples for illustration. The discussion turns subsequently to examine computational modeling of knowledge flows, which includes a detailed example for practical illustration. The chapter concludes with five knowledge flow assessment principles and includes exercises to stimulate critical thought, learning, and discussion.
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Theoretical And Practical Bases For Assessment

In this section, we review several theoretical and practical bases for knowledge assessment. We select only a few, diverse, representative approaches for discussion, leaving more comprehensive research for the interested reader to pursue via the references cited here.

Change Management Approaches

In terms of theory and practice alike, KM is not as unique as many people assert. For instance, KM is viewed by numerous scholars as fundamentally oriented toward managing change (Davenport et al., 1998). Business Process Re-engineering (BPR) research has addressed several important questions pertaining to managing change. For example, we have the benefit of results such as “tactics for managing radical change” (Stoddard & Jarvenpaa, 1995), revelations of “reengineering myths” (Davenport & Stoddard, 1994), insight into implementation problems (Clemons et al., 1995; Grover et al., 1995), measurement-driven process redesign methods (Nissen, 1998), and many others. Research on BPR has also produced numerous analytical frameworks such as those articulated by Andrews and Stalick (1994), Davenport (1993), Hammer and Champy (1993), Harrington (1991) and Johansson et al. (1993). Many cases of large-scale change have been studied (e.g., Goldstein, 1986; Kettinger et al., 1995; King & Konsynski, 1990; Stoddard & Meadows, 1992; Talebzadeh et al., 1995) as well. Hence KM has much to learn from BPR.

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