Analisi - knowledge management case studies - Aetnanet

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Canadian Ministry of Education Organisational goals Knowledge management goals Knowledge infrastructure use in school work Support structure • The Idea Bank, where pupils and teachers give courses and compare notes on educational methods and software • To create an industry for Teleeducation in the province. • To provide for many new jobs in the province. • To create an infrastructure that appeals to the industry of IT and Tele-education. • To stimulate economic development bottom up in this area. • To revise the educational system from knowledge about new possibilities for supply as well as from knowledge about new demands. • Create ICT awareness for the population of the province. • Learning from each other within the industry. • To be a model for the rest of Canada, serve as a best practice in several areas. • To create a knowledgeable workforce from the population of the province. • To attract a knowledgeable workforce by attracting existing businesses from elsewhere. • To retrain teachers given the new possibilities for education. Leadership and management • Small central team of strategic thinkers, stimulating initiatives, guiding towards the goal. • Money injections by the Ministry of economic development from the province. • Management by facilitating and guiding change bottom up in the province. Organisational structure • Small central team assembled from the government of New Brunswick. • Many liaisons within the business/industry worldwide. • Many liaisons within the government of New Brunswick • Much like a business structure including PR, Marketing, Finance, etc. Processes • Subsidising the development of community access centres in municipalities. • Subsidising or financing new business development. • Subsidising knowledge sharing by teachers. • Retraining the teachers in the province . • Using subsidised projects to develop a balanced infrastructure. • Retraining the workforce of the province for a job in the rising industry. ICT • Many initiatives to share knowledge through the use of ICT • World Wide Web : “schoolnet”, “tele-education”, “community access centres”, etc. • Development of Computer Based Training (developed as commercial products for the industry, also suitable for knowledge sharing within the province) The core of the structure for support is really in the individual civilians of the Province of New Brunswick. It lies in their desire to regain their status as one of the richest provinces of Canada. The people of New Brunswick take great pride in the rise of this new industry. At the beginning of the idea formation is a group of six original strategic thinkers. These six people are still very active to create the industry, and hence provide for new jobs in the province. The industry is now third and on the edge of outgrowing the second biggest industry of Tourism in the province. CIBIT 10 analisi-KM case studies.doc - 25/5/99
UK Ministry of Education Organisational goals Knowledge management goals Knowledge infrastructure Support structure • because ICT is also the subject of the industry it is sometimes not clear what was meant as a knowledge management initiative and what just accidentally turned out to be one. • Fibre optic network. The entire province, all of the small municipalities are connected with bandwidth using 2Mbit fibre connections. DfEE has revised its Departmental aim as follows: “to give everyone the chance through education, training and work, to realise their full potential, and thus build an inclusive and fair society and a competitive economy” To support this general aim the DfEE has set three specific objectives for the upcoming three years (1999-2002): 1. To ensure all young people reach 16 with the skills, attitudes, and personal qualities that will give them a secure foundation for lifelong learning, work and citizenship in a rapidly changing world; 2. To develop in everyone a commitment to lifelong learning, so as to enchance their lives, improve their employability in a changing labour market and create the skills that our economy and employers need; 3. To help people without a job into work. In the end the National Grid for Learning should be available for all learners at all ages. The initial focus for the upcoming three years (1999-2002) is focussed on schools in England. By doing so the NGfL serves as a means to reach the following knowledge management goals: • Providing an infrastructure for people to exchange knowledge by communicating and collaborating with one another; • A programme for developing the means to access valuable content in schools, libraries, colleges, universities, workplaces, homes and elsewhere • A way of finding and (re-)using online learning, and teaching materials; • Schools, colleges, libraries and others build and re-use from existing good content and practice; • Identifying and building on best practice (education, libraries and museums, broadcasting); • Development of teachers' and librarians' knowledge skills and confidence with ICT; • Enabling school leavers to have a good Leadership and management • DfEE is being internally reorganised to cope with the new way of government; • The nation-wide change in education is seen as a bottom-up process whereby the public is continuously involved in the policy-making, design and implementation process of the NGfL initiative; • Until 2002 the British Government is actively funding (over £1bn/1.5bn Euro) the National Grid for Learning initiative; • The Government's NGfL fundings are only available for local educational authorities and schools in the UK when they develop a thorough plan of approval of the use of these fundings, e.g. buying or using ICT. During the upcoming years they are obliged to evaluate how these fundings have been used. Funding and judgement is done by DfEE. Organisational structure CIBIT 11 analisi-KM case studies.doc - 25/5/99 DfEE DfEE is primarily responsible for the level of education in the UK by policy-making, setting the proper educational strategy, forming the goals and objectives. Becta • DfEE and Becta are developing ground rules and a code of conduct for content providers who want to become part of the National Grid for Learning. • The underlying sites from the National Grid for Learning are being supported by the responsible educational organisations themselves. • All sites within the NGfL have Webkeepers who are responsible for the quality and currency of material and resources available on their sites. Sites must have a designated Webkeeper who is contactable via email in order to be included on the Grid; • Becta regulates the overall content management of the National Grid for Learning. Becta regulates the entry of content to the NGfL by accrediting the sites who want to be connected to the NGfL. • The quality of Grid content is also maintained through GridWatch, a facility set up by Becta which allows users to report inaccurate or inappropriate material and which
Page 1 and 2: Progetto : Edizione finale: 4 - La
Page 3 and 4: Introduction This report covers the
Page 5 and 6: Case study structure Introduction I
Page 7 and 8: Organisational goals Knowledge mana
Page 9: Public Sector Swedish Ministry of E
Page 13 and 14: Dutch Ministry of Education Organis
Page 15 and 16: American Memory Organisational goal
Page 17 and 18: Knowledge infrastructure The knowle
Page 19 and 20: Outside the UK, BT’s strategy is
Page 21 and 22: This doesn’t mean that other unit
Page 23 and 24: Future Now considered by many to be
Page 25 and 26: • Evaluate knowledge management:
Page 27 and 28: Evaluation Results At the moment Br
Page 29 and 30: Shell Organisational goals Based on
Page 31 and 32: Detailed description Abstract The m
Page 33 and 34: leverage of technology, research, s
Page 35 and 36: triggered by the reputation contrib
Page 37 and 38: already available, solicit suggesti
Page 39 and 40: Processes Best Practice Transfer In
Page 41 and 42: Later, in January 1998, they tried
Page 43 and 44: the solution is not available yet.
Page 45 and 46: enable more and better knowledge sh
Page 47 and 48: larger networks have a fulltime mod
Page 49 and 50: Appraisal system People do get reco
Page 51 and 52: Web based tool, called AltaVista Fo
Page 53 and 54: ICT Different technologies are used
Page 59 and 60: Organisational structure and HRM Co
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larger networks have a fulltime mod
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In larger, globally operating, netw
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people are able to see these tangib
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• Comparing individual Shell comp
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eorganisation of an Amsterdam based
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solution in the database and therfo
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this team, e.g. all the Production
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the ambassador and marketeer of the
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within the community of the (person
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plate!”). The way to overcome the
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globe and as such combines a number
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process have their formal networks
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example for a more risky groups, an
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Evaluation Shell did not attach a c
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Volkswagen AG Based on interview wi
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Detailed description Abstract Volks
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Group's new A-class platform. With
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Events for top managers In the firs
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References • Presentation materia
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Part II: public sector case studies
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ICT • Website ‘Schoolnet’ ser
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Eventually this lead to the situati
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National Agency for Education, Invo
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• Subsidising knowledge sharing b
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Detailed description Abstract Situa
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(3)Transferring knowledge Many init
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References Interviewees government
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UK Ministery of Education Organisat
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Processes • Not every process has
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Detailed description Abstract On 6
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National Grid for Learning challeng
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own employability this is not wante
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• A means of supporting and strea
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• School, college-based projects
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Not everybody is satisfied with thi
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• Training in education managemen
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• Department of Education and Emp
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Support structure At this moment th
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Together, the secondary vocational
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that they experiment with ICT. Only
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A large number of demonstration and
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Applied methods No specific existin
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BVEnet, but this has to be broadene
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US Army Organisational goals Based
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Detailed description Abstract The U
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o Foster bottom-up innovation and s
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The process called Career Field Des
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This architecture provides the army
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References • www.army.mil • www
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NDL is the larger whole in which th
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Congress's standards of quality. Di
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activity. The success of the pilot
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groups: interoperability, metadata,
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system, users can access digital li
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NDL Statement An NDL statement is a
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LOC Web site is decentralized, no s
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Annex: case study long lists Privat
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24. Ford Motor Corporation ?EK ? ?
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46. Nortel Networks Web-based knowl
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Remarks: 1. The required column ‘
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81. UCLA base : USA area : worldwid
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