Knowledge management practices at an institution of higher learning

Abstract

Society has become more and more knowledge-based. Therefore the organisations that can identify, value, create and evolve their knowledge assets are likely to be more successful than those that do not. Knowledge in a modern organisation is an essential resource especially because it is not readily replicated by rivals. Jain (2007) and Senge (1994) point out that some organisations are unable to function as knowledge-based organisations because they have learning disabilities. It is important for an organisation to have a clear understanding of what knowledge management (KM) means to its operations if it needs to consider using those KM practices that enhance effiiency and lend value to organisational knowledge. In this way knowledge becomes a strategic resource (Kok 2012). These practices include knowledge generation, which encompasses activities that bring to light all the knowledge that is new to a group or to an individual. Knowledge generation comprises the exploitation of existing knowledge to create new knowledge, as well as fiding new knowledge through interacting and collaborating with other individuals or systems (Nonaka 1991; Nonaka & Takeuchi 1995; Nonaka & Teece 2001). This process therefore involves the acquisition of knowledge if it is to be successful. The acquired knowledge is of limited value if it is not organised and stored for easy retrieval. Once it is available for retrieval, there is a need to have systems that enable its sharing and transfer. A process of knowledge retention results when an organisation is able to facilitate the capture and