Welcome to the InfoSci Platform
Knowledge Elicitation and Mapping: Ontology as an Instrument of Design and Organizational Learning

Knowledge Elicitation and Mapping: Ontology as an Instrument of Design and Organizational Learning

Paul Jackson, Ray Webster
Copyright: © 2009 |Pages: 19
ISBN13: 9781605661407|ISBN10: 1605661406|ISBN13 Softcover: 9781616925437|EISBN13: 9781605661414
DOI: 10.4018/978-1-60566-140-7.ch018
Cite Chapter Cite Chapter

MLA

Jackson, Paul, and Ray Webster. "Knowledge Elicitation and Mapping: Ontology as an Instrument of Design and Organizational Learning." Knowledge Management, Organizational Memory and Transfer Behavior: Global Approaches and Advancements, edited by Murray E. Jennex, IGI Global, 2009, pp. 329-347. https://doi.org/10.4018/978-1-60566-140-7.ch018

APA

Jackson, P. & Webster, R. (2009). Knowledge Elicitation and Mapping: Ontology as an Instrument of Design and Organizational Learning. In M. Jennex (Ed.), Knowledge Management, Organizational Memory and Transfer Behavior: Global Approaches and Advancements (pp. 329-347). IGI Global. https://doi.org/10.4018/978-1-60566-140-7.ch018

Chicago

Jackson, Paul, and Ray Webster. "Knowledge Elicitation and Mapping: Ontology as an Instrument of Design and Organizational Learning." In Knowledge Management, Organizational Memory and Transfer Behavior: Global Approaches and Advancements, edited by Murray E. Jennex, 329-347. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-140-7.ch018

Export Reference

Mendeley
Favorite

Abstract

This chapter is concerned with engaging end-users in the design and development of knowledge management systems. The identification, capture and use of contextual knowledge in the design of knowledge management systems (KMS) are key development activities. It is argued that tacit knowledge, while often difficult to capture, can be extremely useful as contextualising knowledge to designers of KM systems. A methodology was developed to combine soft systems methodology, causal cognitive mapping, and brainstorming to provide a set of knowledge requirements. The methodology appears to offer an effective platform for making sense of non-routine yet rigorous knowledge work. The interventions enacted by the consultant and involving project stakeholders and end users facilitates individual, group and organizational learning through a metacognitive process of understanding the relationships and dynamics of shared group knowledge. Engagement with the methodology, in addition to causing tacit knowledge to be made explicit, enables second-order ‘deutero learning’, or ‘learning how to learn’. The combination of activities presented forms a metacognitive process which is both a form of proactive individual and organizational learning and an endeavour which adds to organizational memory. The identification, capture and use of contextual knowledge and their use in engaging end-users in the design of KMS will result in better user-system interaction.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.