Proceedings of the 12th European Conference on Knowledge ...

Leila Beig et al
Elements Sub elements Context Source
KM strategies
KM process
Awareness and commitment
Strategy
Culture
External focus
Incentives
IT
Maintenance and protection
Ongoing assessment
Organization
Using and applying knowledge
Individual
Context
Content
process measures
KM attitudes
vision for change
Infrastructure
Structure
support for change
culture <strong>of</strong> knowledge
KM process
Leadership in KM
KM culture
KM technology
KM measurement
2.2 LO readiness models
Knowledge map implementation
Technology
Culture
Leadership
Measurement
Construction
Embodiment
Deployment
A sum <strong>of</strong> questions
A sum <strong>of</strong> questions
A sum <strong>of</strong> questions
A sum <strong>of</strong> questions
KM readiness
assessment in any
organization
Measure readiness
for applying KM in
any organizational
setting
Readiness <strong>of</strong> <strong>the</strong>
organizations to
implement KM
strategy in <strong>the</strong>
constructive
industry
KM Selfassessment
tool for
an organization
(JB associates
2007)
(Daniel T. Holt et
al. 2004)
(Mohammadi et
al. 2009)
(American
Productivity &
Quality Center
2001)
The concept <strong>of</strong> a learning organization is <strong>of</strong> major significance at <strong>the</strong> worldwide level. The model <strong>of</strong> a
learning organization is replacing <strong>the</strong> beaurocratic model that has prevailed for a long time.
Competition among various organizations is very intense; <strong>the</strong>refore, <strong>the</strong>y must make substantial
changes that are to apply a new organizational model in order to survive. Marquardt 2002, in his book
“building <strong>the</strong> learning organization” introduces five subsystems <strong>of</strong> <strong>the</strong> systems learning organization
model including learning dynamics, organizational transformation, people empowerment, KM, and
technology application
In chapter eight <strong>of</strong> his book, becoming a learning organization, he addresses <strong>the</strong> importance <strong>of</strong> a
comprehensive, systematic examination <strong>of</strong> an organizations’ learning competence. He considers an
organization’s capability assessment as a critical early step to identify existing strengths as well as
weaknesses, resources and gaps <strong>of</strong> an organization while moving toward a learning one. He
introduced Learning Organization Pr<strong>of</strong>ile (LOP) as a tool for assessing a company’s status. The LOP
consists <strong>of</strong> 10 questions that address each <strong>of</strong> <strong>the</strong> five subsystems <strong>of</strong> <strong>the</strong> systems learning
organization model. Individuals or teams rate <strong>the</strong>ir organizations on a Likert scale from 4 (highest) to 1
(lowest) on each question.
Meanwhile, Rampersad, H. (2002), introduced a KM audit, shown in table 2, consisting <strong>of</strong> 50
statements regarding an organization’s knowledge and learning orientation, divided into five
dimensions: general, leadership style, strategic vision, internal processes and human resources.
Similar to Marquardt’s model, in this model every question also can get <strong>the</strong> scores 1 to 4. The scores
should be added vertically. The closer <strong>the</strong> total score gets to 200, <strong>the</strong> more knowledge intensive <strong>the</strong>
organization is. A comparably high score is related to a learning organization with a large learning
ability. The closer <strong>the</strong> total score is to 50, <strong>the</strong> smaller <strong>the</strong> organizational learning ability.
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