Analisi - knowledge management case studies - Aetnanet

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Steve Lakin Manager Organisational Learning tel: +44 14 42 29 68 49 cell: +44 410 187 948 Email: steve.lakin@bt.com CIBIT 28 analisi-KM case studies.doc - 25/5/99
Shell Organisational goals Based on an interview with Arjan van Unnik (Senior consultant New Ways of Working, Shell International, Exploration and Production) during site visit on April 20, 1999, Rijswijk, the Netherlands. The goals of Shell 13 that were sought for with the organisational learning project are: • Find solutions faster • Find better solutions • Innovate faster • Disseminate innovations faster • Make more profits Knowledge management goals Goals that where seen by Shell as instrumental for reaching those organisational goals: • Improve knowledge sharing • Increase knowledge sharing Knowledge infrastructure Instrumentation of the knowledge management system (i.e. knowledge infrastructure) that was put in place for reaching the organisational goals. The following categories will be discerned: leadership & management, organisational structure & HRM, processes and Information & communication technology. Leadership and management • No mandate from the top • Bottom-up • Cultural Change • Avoiding local sub-networks Organisational structure and human resource management • Common Interest Networks (60 worldwide) 13 With Shell is meant Shell International Exploration and Production (SIEP), the upstream part of Shell. CIBIT 29 analisi-KM case studies.doc - 25/5/99
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 and 10: Public Sector Swedish Ministry of E
Page 11 and 12: UK Ministry of Education Organisati
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: Evaluation Results At the moment Br
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
Page 61 and 62: larger networks have a fulltime mod
Page 63 and 64: In larger, globally operating, netw
Page 65 and 66: people are able to see these tangib
Page 67 and 68: • Comparing individual Shell comp
Page 69 and 70: eorganisation of an Amsterdam based
Page 71 and 72: solution in the database and therfo
Page 73 and 74: this team, e.g. all the Production
Page 75 and 76: the ambassador and marketeer of the
Page 77 and 78: within the community of the (person
Page 79 and 80:
plate!”). The way to overcome the
Page 81 and 82:
globe and as such combines a number
Page 83 and 84:
process have their formal networks
Page 85 and 86:
example for a more risky groups, an
Page 87 and 88:
Evaluation Shell did not attach a c
Page 89 and 90:
Volkswagen AG Based on interview wi
Page 91 and 92:
Detailed description Abstract Volks
Page 93 and 94:
Group's new A-class platform. With
Page 95 and 96:
Events for top managers In the firs
Page 97 and 98:
References • Presentation materia
Page 99 and 100:
Part II: public sector case studies
Page 101 and 102:
ICT • Website ‘Schoolnet’ ser
Page 103 and 104:
Eventually this lead to the situati
Page 105 and 106:
National Agency for Education, Invo
Page 107 and 108:
• Subsidising knowledge sharing b
Page 109 and 110:
Detailed description Abstract Situa
Page 111 and 112:
(3)Transferring knowledge Many init
Page 113 and 114:
References Interviewees government
Page 115 and 116:
UK Ministery of Education Organisat
Page 117 and 118:
Processes • Not every process has
Page 119 and 120:
Detailed description Abstract On 6
Page 121 and 122:
National Grid for Learning challeng
Page 123 and 124:
own employability this is not wante
Page 125 and 126:
• A means of supporting and strea
Page 127 and 128:
• School, college-based projects
Page 129 and 130:
Not everybody is satisfied with thi
Page 131 and 132:
• Training in education managemen
Page 133 and 134:
• Department of Education and Emp
Page 135 and 136:
Support structure At this moment th
Page 137 and 138:
Together, the secondary vocational
Page 139 and 140:
that they experiment with ICT. Only
Page 141 and 142:
A large number of demonstration and
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Applied methods No specific existin
Page 145 and 146:
BVEnet, but this has to be broadene
Page 147 and 148:
US Army Organisational goals Based
Page 149 and 150:
Detailed description Abstract The U
Page 151 and 152:
o Foster bottom-up innovation and s
Page 153 and 154:
The process called Career Field Des
Page 155 and 156:
This architecture provides the army
Page 157 and 158:
References • www.army.mil • www
Page 159 and 160:
NDL is the larger whole in which th
Page 161 and 162:
Congress's standards of quality. Di
Page 163 and 164:
activity. The success of the pilot
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groups: interoperability, metadata,
Page 167 and 168:
system, users can access digital li
Page 169 and 170:
NDL Statement An NDL statement is a
Page 171 and 172:
LOC Web site is decentralized, no s
Page 173 and 174:
Annex: case study long lists Privat
Page 175 and 176:
24. Ford Motor Corporation ?EK ? ?
Page 177 and 178:
46. Nortel Networks Web-based knowl
Page 179 and 180:
Remarks: 1. The required column ‘
Page 181:
81. UCLA base : USA area : worldwid
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