A4 Quiz - Assessment Summary:
- Individual assessment
- In class
- 1 hour
- Session 12, Thursday April 21st 2022
Q1: Who developed the writing system in around 3500 BC? 1. Greek 2. Adinkra 3. Sumerians 4. Cuneiform Ans. 3. Sumerians Q2: Fill in the Blank ________________ uses the Enterprise Systems uses the data mining to guide pricing, customer retention, market share and revenue streams? Ans. CRM Q3: Fill in the blank: Activities involved in the knowledge management process are Knowledge Creation, Knowledge Translation, __________________ and Knowledge Transfer? (Two words) Ans. Knowledge Mobilisation Q4: What is the name of the following model? 1. Kurt-Lewis model 2. Organisational Learning Model 3. The Lewinian experimental learning model 4. The learning organisation model (Garvin and Senge) Ans. 3. The Lewinian experimental Learning model Q5: Which of the following is a definition of knowledge management? 1. All methods, instruments and tools that is in a holistic approach contribute to the promotion of core knowledge process. 2. The achievement of the organisation’s goals by making the factor knowledge productive. 3. Any process of practice of creating sharing, acquiring, capturing, and using knowledge wherever it resides to enhance learning and performance in organisation. 4. All the above. Ans. 4. All the above Q6: Dimensions of the knowledge management are organisational learning, strategy, ________________ , systems and Technology? (One word) Ans. Culture Q7: EFQM stands for : 1. Enterprise Foundation for Quality Management 2. European Foundation for Quality Management 3. Excellence Foundation for Quality Management 4. Evolving Foundation for Quality Management Ans. 2. European Foundation for Quality Management Q8: Policy, Strategy and _____________ are the components of three level hierarchy for the learning organisation? Ans. Operations Q9: Who provided the following Wisdom & Proverbs? “You can’t see the whole sky through a bamboo tube” 1. French 2. Russian 3. Chinese 4. Japanese Q10. What was the use of Cuneiform writing technique? 1. Land management 2. Contracts 3. Bills 4. All the above Ans. 4. All the above COMPONENT TOOLS TYPOLOGY Figure 7.1 A typology of knowledge tools and component technologies DIFFERENT FORMS OF KNOWLEDGE Figure 7.2 Different forms of knowledge ORGANISING KNOWLEDGE: ONTOLOGY & TAXONOMY Figure 7.3 Ontology and taxonomies ONTOLOGY GENERATION TECHNOLOGIES Manually Semi-automatic generation with machine learning BUZZ GROUPS Describe the different options available to you for integrating ontologies from two distinct knowledge bases in the organisation such as sales and finance. This could equally apply to integrating knowledge bases between two organisations in a takeover or merger situation INTEGRATING ONTOLOGIES (see Ding & Foo, 2002) Figure 7.4 Ontology integration techniques CAPTURING KNOWLEDGE Cognitive Mapping Tools Used principally in mapping strategic knowledge Develop concepts, links and clusters can develop complex levels of analysis CAPTURING KNOWLEDGE Indexing a Text Database Figure 7.8 Indexing a text database CAPTURING KNOWLEDGE Information Retrieval Tools Desire for precision and recall Use of inverted files for indexing text to speed up search assumes text as sequence of words easy to compress Develop inverted index including vocabulary search, list of occurrences and processing of occurrences to solve phrases, proximity and Boolean operations Suffix Trees & Indicies allows more complex queries. Sees text as long string with each position as a suffix Signature files cuts text into blocks. Not as good as inverted index Manipulation algorithms such as BNDM and BMS for Boolean queries CAPTURING KNOWLEDGE Retrieval Process Figure 7.9 Information retrieval process CAPTURING KNOWLEDGE Text Processing Lexical analysis to identify words from characters Eliminating stopwords occurring frequently Stemming e.g. Connect is stem for connected, connecting, and connections Full text indexing Thesaurus index terms synonyms and near synonyms Text compression to cope with information overload CAPTURING KNOWLEDGE Search Engines: Crawler Indexer Figure 7.10 Search engine: crawler-indexer architecture CAPTURING KNOWLEDGE Search Engines: IR and the Web Centralised crawler-indexer architecture. Crawlers (software agents) traverse web sending back pages for indexing. Indexer deals with query from user and new info. from crawler Decentralised gatherers-brokers architecture. Gatherers collect and extract indexing info. from lots of servers. Brokers provide indexing and query interface Metasearchers are Web servers that send query to several search engines Most common query on the Web is 2.3 words ORGANISATIONAL LEARNING & LEARNING ORGANIZATION Table 6.1 Distinctions between organisational learning and the learning organisation BUZZ GROUPS Is a continuous learning programme the same as learning? What is the incentive for people to learn in a company? - Are there risks to learning? BUZZ GROUPS (CONTINUED) Can you have too much learning? What should companies learn about? Do training programmes and MBAs help companies to learn? -the- ARIE DE GEUS (1988) competitors may be its only form of sustainable How do you encourage your employees to learn faster than your competitors? Do they know what your competitors are doing? ORGANIZATIONAL LEARNING (Argyris and Schon, 1978) Single-loop learning Double-loop learning Are there dangers in double-loop learning? ACTION LEARNING (Revans, 1977) P = Programmed Learning highly specialist Q = Questioned Learning asking questions Action learning groups Is learning as simple as this? Where do you store this learning or communicate it? L = P + Q ACTION LEARNING Interaction with major players Integration appropriate skills and knowledge Implementation managers accountable Iteration view learning as a process Prescriptive? How would you apply it to employees? THE FIFTH DISCIPLINE (Senge, 1990) Personal Mastery clarifying what is important to us (vision/purpose) Team Learning Dialogue & Discussion Systems Thinking Mental Models capacity to reflect on our own mental pictures Shared Vision linked to personal visions Application to an organisation? Development of shared vision? US CONTRIBUTION Figure 6.1 The learning organisation (Garvin 1993; Senge 1990) THREE-LEVEL HIERARCHY (Garratt, 1987) Policy/Strategy/Operations Business Brain (Strategy) in the centre Double-Loop Learning Direction givers in centre to allow integration and processing of information Does learning on projects feedback to strategy formers? Figure 6.2 A three-level hierarchy for the learning organisation (Garratt 1987) LEARNING COMPANY (Pedler, Burgoyne and Boydell, 1991) Strategy-learning approach with feedback loops to enable continuous improvement Looking in exploring ways of enhancing learning and collaboration Structures flexibility Looking out - Learning opportunities allow mistakes Mechanistic? Figure 6.3 The learning company (Pedlar et al. 1991) Source: The Learning Company: A Strategy for Sustainable Development, McGraw-Hill (Pedlar, M., Burgoyne, J. and Boydell, T. 1991). Reproduced with the kind permission of The McGraw-Hill Companies. All rights reserved. EXPERIMENTING ORGANISATIONS (Easterby-Smith, 1990) Generate creativity and innovation in people Introduce flexibility in structures Not to disadvantage individuals in reward system for risk taking Focus on unusual variations in information systems How do you encourage individuals to take risks? What levels of risk are acceptable? ENCOURAGING WANTED BEHAVIOURS (Honey, 1991) Wanted Behaviours Asking questions, suggesting ideas, exploring alternatives, taking Unwanted Behaviours Acquiesing, rubbishing ideas, quick fixes, being cautious, filtering bad Who decides on acceptable and unacceptable behaviours? BUZZ GROUP is important at present? How do you develop it? IS INTELLECTUAL CAPITAL THE MARKET TO BOOK RATIO? the difference between the market value of a publicly held company and its official net book value is the value of its intangible assets (Svieby, 1997) knowledge, information, intellectual property, experience that can be put to create wealth (Stewart, 1997) the economic value of two categories of intangible assets of a (OECD, 1999) ratio - The Q ratio is calculated as the market value of a company divided by the replacement value of the firm's assets. WHY DO WE WANT TO MEASURE INTELLECTUAL CAPITAL? To improve management practices? For external analysts, bankers, brokers, customers, etc.? Are snapshots meaningful? Fluctuations in capital markets? Dangers of benchmarking? CONCEPTUAL ROOTS OF INTELLECTUAL CAPITAL (Roos et al., 1997) Figure 3.1 Conceptual roots of intellectual capital (Roos et al. 1997) HISTORICAL HIGHLIGHTS OF INTELLECTUAL CAPITAL Table 3.1 History of Intellectual Capital HISTORICAL HIGHLIGHTS OF INTELLECTUAL CAPITAL Table 3.1 History of intellectual capital (Continued) HOW DO WE MEASURE ORGANISATIONAL PERFORMANCE? Return on Investment (ROI), Return on Capital Employed (ROCE) etc.? Financial engineering undervaluation of assets, provisions, capitalization of costs, depreciation, goodwill, brands, off-balance sheet finance? European Foundation for Quality Management (EFQM) leading European companies include non-financial indicators. Balanced Scorecard? EFQM EXCELLENCE MODEL Figure 3.2 European Foundation for Quality Management (EFQM) excellence model THE BALANCED SCORECARD (Kaplan and Norton, 1992) Figure 3.3 The balanced scorecard (from Kaplan and Norton 1992) HOW DO WE COMPARE INTELLECTUAL CAPITAL FRAMEWORKS? Is the goal for management to extract value create value through developmental and cultural relationships? Human capital and social capital are common threads Organisational capital HUMAN AND SOCIAL CAPITAL Hamel & Prahalad (1994) success linked with development and utilisation of core competences Human capital human embodied knowledge Social capital nature of relationships in a cooperative entity