Analisi - knowledge management case studies - Aetnanet

More documents

Recommendations

Info

Case studies collection approach Case study requirements The case studies described in this report were selected on the basis of the following requirements: 1. The case studies described should be relevant for large organisations. As the Italian education system is large body (with hundreds of thousands of employees), the case studies should be comparable to the Italian ministry of education in terms of problems and opportunities. 2. The case studies described include both governmental agencies as well as multinationals. Within the PICTO project, there is an interest to learn from the good practices in knowledge management of large organisations in both the profit and non-profit sector. 3. The case studies should reflect the fact that within the PICTO project, there is a particular interest in the UK situation. The case studies sought for in this work should cover cases that have been developed in the UK. Long list Kenniscentrum CIBIT produced a long list of case studies that was used as a starting point for selecting the case studies that are presented in this report. The long list can be found in the annex of this report. Short list The short list eventually consisted of the following case studies: Private sector case studies: 1. British Telecom 2. Shell 3. Volkswagen 4. Nokia 5. Microsoft Public sector case studies: 1. Swedish Ministry of Education 2. Canadian Ministry of Education 3. UK Ministry of Education 4. Dutch Ministry of Education 5. US Army 6. American Memory Because Nokia was not able to convey any information on their knowledge management efforts, it was decided to drop this case study from the short list. CIBIT 4 analisi-KM case studies.doc - 25/5/99
Case study structure Introduction In order to organise the case studies and to enable the user of the case studies to navigate through them without going into detail first, a case study grid will be used. This grid should function as a guide for the case studies themselves. Case study grid The following set-up of the grid was chosen for this report: 1. Organisational goals that were sought for in the case study. 2. Knowledge management goals that were seen as instrumental for reaching those organisational goals (e.g. knowledge sharing or knowledge development in a particular domain). 3. Instrumentation of the knowledge management system (i.e. knowledge infrastructure) that was put in place for reaching the knowledge management goals. The following instrument categories will be discerned: leadership & management (including e.g management style, reward schemes, etc), organisational structure (including e.g. teams and roles), processes (including e.g. lessons learned sharing processes, professional development processes, etc) and ICT (including e.g. corporate memories, distance learning, etc). 4. Support structure for the knowledge infrastructure (e.g. knowledge managers, moderators, knowledge stewards, facilitators, etc). Structure of each case study in the grid The following structure was adopted to present the case studies: 1. Abstract gives a short description of the main aspects of the case study. 2. Situation scanning for the description of the general background of the case, like the competitive situation, the products involved, the history of the organisation, the cultural settings, in short: all relevant information to understand the subsequent case study. All country specific aspects should be described and made clear in this block. 3. Needs for change (goal and problem setting) for the presentation of the motivation for change, concrete problem setting and diagnosis of causes, the goals of stakeholders and the agreed project goals by the organisation (business, organisational, technology, social aspects) and the constraints for the organisation. 4. Design and implementation describes solution alternatives investigated by the organisation, the concrete solution design and implementation, including activities of training and diffusion of the solution in the organisation. 5. Change management describes aspects of the change trajectory, such as the involvement of different stakeholders and external experts, the training activities carried out for the involved personnel, the industrial relations and the implementation strategy. 6. Applied methods presents the methods and tools which were applied during the process of building a knowledge management system and the evaluation of the advantages and disadvantages of these tools. 7. Evaluation documents the implemented solution with the variation introduced during the implementation phases, the achieved results in economic and social terms as well as a final evaluation and discussion of the case study. 8. References describe links to persons and information sources (e.g., literature, weblinks, etc.). CIBIT 5 analisi-KM case studies.doc - 25/5/99
Page 1 and 2: Progetto : Edizione finale: 4 - La
Page 3: Introduction This report covers the
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 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 55 and 56:
ICT Different technologies are used
Page 57 and 58:
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
Page 143 and 144:
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
Page 165 and 166:
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
show all

Analisi - knowledge management case studies - Aetnanet

Create successful ePaper yourself

Delete template?

Save as template?