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

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Emmanuel Innocents Edoun and Valdenisa Norris Haggie, K and Kingston, J.( 2003) Choosing Your Knowledge Management Strategy, Journal <strong>of</strong> Knowledge Management Practice. Leung, C.H.(2010). Critical factors <strong>of</strong> implementing knowledge management in school environment: A qualitative study in Hong Kong. Res. J. Inform. Technol., No 2: pp 66-80. Kidwell ,JJ. ; Van Der Linde, KM. and Johnson, SL. (2000) Applying Corporate Knowledge Management Practices in Higher Education. Educause No 4, pp 28-33. Newman, B (1991) An open discussion <strong>of</strong> knowledge management. The Knowledge Management Forum 2002. www.km-forum.org Nonaka, I. and Takeuchi, H. (1995) The Knowledge-Creating Company: How Japanese Companies Create <strong>the</strong> Dynamics <strong>of</strong> Innovation, Oxford University Press. Petrides, LA and Nodine, TR. (2003) Knowledge Management: Defining <strong>the</strong> Landscape. The institute for <strong>the</strong> study <strong>of</strong> knowledge management in education. Roehl, H. (2000) Instrumente der Wissensorganization. Wiesbaden: Gabler. Wagner et al (2005). Monitoring and Evaluation <strong>of</strong> ICT in Education Projects: A Handbook for developing countries info Dev Wenig, G (1995) The Knowledge Management Forum 2002. www.km-forum.org Wiig, K. (1996). Knowledge Management Methods: Practical Approaches to Managing Knowledge, Arlington, TX:Schema Press. Wiig, K. (1997). “Knowledge Management: Where did it come from and where will it go?” 258
Managing Uncertainty in Projects – A Means to Knowledge Transfer, Learning and Organization Development Anandasivakumar Ekambaram and Agnar Johansen SINTEF – Technology and Society, Productivity and Project Management, Trondheim, Norway siva@sintef.no Agnar.Johansen@sintef.no Abstract: This paper is about a research project called “Practical uncertainty management in a project owner’s perspective” (in short, <strong>the</strong> PUS-project). This paper describes efforts taken by <strong>the</strong> PUS-project to create better understanding and knowledge within <strong>the</strong> field <strong>of</strong> managing uncertainty in projects. Traditional way <strong>of</strong> managing uncertainty falls within <strong>the</strong> iron triangle <strong>of</strong> cost, time and quality that are associated with <strong>the</strong> project, and focuses mainly on threats ra<strong>the</strong>r than opportunities. The PUS-project proposed <strong>the</strong> perspective <strong>of</strong> project owner in order to deal with and manage uncertainty in projects effectively. This paper looks at how cooperation between <strong>the</strong> PUS-project and one <strong>of</strong> its main industrial partners (Norwegian Directorate <strong>of</strong> Public Construction and Property Management (Statsbygg)) took place. In this regard, this paper presents what was done and what was achieved through this cooperation. Statsbygg organises, plans and executes around 160 projects – large and small – at all times, and 20-30 large projects are completed every year. Managing uncertainty is an important part <strong>of</strong> project management. This paper describes how improving uncertainty management in Statsbygg’s projects becomes a means to knowledge transfer, learning and organization development. Efforts related to learning and knowledge transfer played an important role in <strong>the</strong> process <strong>of</strong> organization development that Statsbygg experienced. These kinds <strong>of</strong> efforts have <strong>the</strong> potential to promote a culture that positively influences <strong>the</strong> way uncertainty is dealt with and managed in projects in Statsbygg. These efforts can contribute to create awareness and proper attitudes that are needed to obtain <strong>the</strong> desired results. Cooperation between <strong>the</strong> PUS-project and Statsbygg, which is presented in this paper, is an example that illustrates how knowledge and value can be created through collaboration between practitioners from <strong>the</strong> industries and researchers. Keywords: Managing uncertainty, project management, knowledge transfer, learning, organization development 1. Introduction Projects are applied as a work-form in several organisations. Both public and private sectors widely adopt <strong>the</strong> project concept to create <strong>the</strong> product or service that <strong>the</strong>y aim at. Projects are one-time activities that have time and resource limitations. Each project is unique, at least to a certain extent. The degree <strong>of</strong> uniqueness varies from project to project, and this variation suggests that <strong>the</strong>re can be certain known elements in projects, such as known solutions, work methods, tool, etc. This kind <strong>of</strong> a work setting provides a significant opportunity for project participants to learn new things; share <strong>the</strong>ir knowledge as well as create new knowledge. Hence, projects can be seen as a vehicle for learning and knowledge transfer. This paper focuses on a research project. The research project is called “Practical uncertainty management in a project owner’s perspective” – in short, <strong>the</strong> PUS-project. The PUS-project is aimed at developing a new way to think, lead and manage projects, by focusing on leadership and culture, in connection with practical management <strong>of</strong> uncertainty. The purpose <strong>of</strong> this paper is to describe how this research project contributed to create value in <strong>the</strong> industry through knowledge transfer and learning. In order to materialize this purpose, this paper has <strong>the</strong> following structure: The paper starts with a short description <strong>of</strong> <strong>the</strong> PUS-project. The following section includes <strong>the</strong>oretical aspects that are relevant to <strong>the</strong> paper: knowledge management and <strong>the</strong> role <strong>of</strong> project owner. After that, <strong>the</strong> paper presents a brief description <strong>of</strong> methodology associated with <strong>the</strong> paper as well as with <strong>the</strong> nature <strong>of</strong> cooperation that <strong>the</strong> PUS-project had with one <strong>of</strong> its industrial partners to facilitate learning and value creation. Followed by this presentation, one <strong>of</strong> <strong>the</strong> contributions <strong>of</strong> <strong>the</strong> PUS-project is described – an example that shows <strong>the</strong> nature cooperation between <strong>the</strong> PUS-project and one <strong>of</strong> its industrial partner and <strong>the</strong> results that <strong>the</strong> industrial partner has achieved through <strong>the</strong> cooperation. Finally, concluding remarks wind up <strong>the</strong> whole discussion. 259
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Proceedings <stron
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Contents Title Author(s) Picture <s
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Title Author(s) Picture of<
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Volume Two The Influence of
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The Symbolic Innovation of<
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Biographies of <st
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Jan Pawlowski works as Prof
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in academia. He holds the</
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Biomedical Engineering Research Cen
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Mathematics and Ph
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Thi Hai Hang Nguyen is a lecturer a
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Dan Savescu graduate TCM Faculty, p
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Teaches Business Computing and Stat
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Abdallah Al-Shawabkeh, Alexander K<
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Table 1: Inn-KM approach contents 2
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Knowledge Dynamics and Organisation
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Eckhard Ammann We distinguish three
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Eckhard Ammann quality dimension ar
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Eckhard Ammann The second cycle, Cy
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Figure 7: Supervised learning-by-do
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Identifying and Ranking the
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Manouchehr Ansari et al users <stro
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2.5 leadership and strategy Manouch
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Manouchehr Ansari et al conducted s
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Attitude of Senior
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4.5 Comparative Advantage Seyed Esm
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Contextual Adaptive Visualization E
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2.4 Rights transfer Simona-Clara B
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A Framework for the</strong
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Leila Beig et al Additionally, Wei
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Leila Beig et al source context Ele
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Leila Beig et al Figure 1: Learning
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Leila Beig et al Figure 3 visually
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Leila Beig et al based on collectiv
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Experiential Knowledge Creation Pro
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Pavel Bogolyubov Figure 1: number <
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4. Results and discussion Pavel Bog
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Pavel Bogolyubov Knowledge Manageme
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Pavel Bogolyubov McNamee, R. C., N.
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Table 2: Synthesis
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Ettore Bolisani, Marco Paiola and E
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Strategies for Increasing Knowledge
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Constantin Bratianu, Adriana Agapie
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Klaus Bredl, Amrei Groß and Jane F
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Camelia Burja and Vasile Burja Appr
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∀ , i ≥ 0 v u i where: ui repre
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Adriana Schiopoiu Burlea With respe
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Adriana Schiopoiu Burlea 3. ESF rol
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3.2 Discussions Adriana Schiopoiu B
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Adriana Schiopoiu Burlea Nonaka, I.
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Simon Cadez and Vlado Dimovski with
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Simon Cadez and Vlado Dimovski scho
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Why Should I Share my new ideas? Cu
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National Knowledge Management Strat
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Implementing a work-life balance cu
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The Influence of R
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Adoption of Knowle
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1.1.2 SMEs and KMS Tendayi Gondo an
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References Manel González-Piñero
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creating new, added, essential qual
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Instance Schema Figure 4: Cyclic tr
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Receive suggestions Compare suggest
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Opinion of colleag
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Individual Level Influencers on Tac
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Understanding Personal Knowledge De
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Developing a Knowledge Strategy Usi
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Expert Knowledge: Does it Help or H
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