Knowledge acquisition to facilitate organizational problem solving

1990 ◽  
Author(s):  
Angeliki Poulymenakou ◽  
Tony Cornford ◽  
Edgar A. Whitley
Keyword(s):  
Problem Solving ◽  
Knowledge Acquisition ◽  
Organizational Problem

Use of Knowledge Management Systems and the Impact on the Acquisition of Explicit Knowledge

2008 ◽  
Vol 22 (2) ◽  
pp. 77-101 ◽  
Author(s):  
Holli McCall ◽  
Vicky Arnold ◽  
Steve G. Sutton
Keyword(s):  
Knowledge Management ◽  
Problem Solving ◽  
Knowledge Acquisition ◽  
Reference Materials ◽  
Explicit Knowledge ◽  
Experimental Methodology ◽  
Management Systems ◽  
Knowledge Management Systems ◽  
Use Of Knowledge ◽  
The Impact

ABSTRACT: In an era where knowledge is increasingly seen as an organization's most valuable asset, many firms have implemented knowledge-management systems (KMS) in an effort to capture, store, and disseminate knowledge across the firm. Concerns have been raised, however, about the potential dependency of users on KMS and the related potential for decreases in knowledge acquisition and expertise development (Cole 1998; Alavi and Leidner 2001b; O'Leary 2002a). The purpose of this study, which is exploratory in nature, is to investigate whether using KMS embedded with explicit knowledge impacts novice decision makers' judgment performance and knowledge acquisition differently than using traditional reference materials (e.g., manuals, textbooks) to research and solve a problem. An experimental methodology is used to study the relative performance and explicit knowledge acquisition of 188 participants partitioned into two groups using either a KMS or traditional reference materials in problem solving. The study finds that KMS users outperform users of traditional reference materials when they have access to their respective systems/materials, but the users of traditional reference materials outperform KMS users when respective systems/materials are removed. While all users improve interpretive problem solving and encoding of definitions and rules, there are significant differences in knowledge acquisition between the two groups.

scholarly journals Goal specificity and knowledge acquisition in statistics problem solving: Evidence for attentional focus

2004 ◽  
Vol 32 (8) ◽  
pp. 1379-1388 ◽  
Author(s):  
David L. Trumpower ◽  
Timothy E. Goldsmith ◽  
Melissa J. Guynn
Keyword(s):  
Problem Solving ◽  
Knowledge Acquisition ◽  
Attentional Focus ◽  
Goal Specificity

Knowledge-acquisition tools with explicit problem-solving models

1993 ◽  
Vol 8 (1) ◽  
pp. 5-25 ◽  
Author(s):  
William Birmingham ◽  
Georg Klinker
Keyword(s):  
Expert System ◽  
Problem Solving ◽  
Expert Systems ◽  
Knowledge Acquisition ◽  
Knowledge Base ◽  
Code Generation ◽  
System Development ◽  
Generalization Error ◽  
Domain Experts ◽  
The Past

AbstractIn the past decade, expert systems have been applied to a wide variety of application tasks. A central problem of expert system development and maintenance is the demand placed on knowledge engineers and domain experts. A commonly proposed solution is knowledge-acquisition tools. This paper reviews a class of knowledge-acquisition tools that presuppose the problem-solving method, as well as the structure of the knowledge base. These explicit problem-solving models are exploited by the tools during knowledge-acquisition, knowledge generalization, error checking and code generation.

PLANNING AND EXERCISING FOR SUCCESS: THE FOUR-STEP, SCENARIO-BASED PROCESS1

1997 ◽  
Vol 1997 (1) ◽  
pp. 3-8
Author(s):  
Gary L. Ott ◽  
LCDR David C. Stalfort
Keyword(s):  
Problem Solving ◽  
Public Perception ◽  
Planning Process ◽  
Oil Spills ◽  
Team Building ◽  
Coast Guard ◽  
Contingency Planning ◽  
Incident Command ◽  
Organizational Problem ◽  
Response Organization

ABSTRACT “No two spills are alike” is an important maxim in oil spill response that requires planners and responders alike to remain adaptable in their thinking regarding response actions. The majority of oil spills are small and can usually be addressed adequately within the confines of a rigid response management system. However, a large spill is not simply a “scaling up” of a routine, small spill. Large spills require input from many more stakeholders, public outrage is intensified, and often difficult decisions on environmental, economic, and emotional tradeoffs are necessary. As a result, a catastrophic spill requires responders to have more than the equipment-focused organizational skills that are satisfactory during routine spills. Complex spills require responders to have advanced interpersonal skills such as team building, risk communication, and organizational problem solving. It is very difficult, however, to evaluate the responder's grasp of these skills and ability to implement them, even though these skills are so critical to the success of a large spill response. The skills that often ensure success for small, frequently occurring spills are not the only skills required for success in a large, complex spill incident. On the federal level, the area contingency planning process was established to plan for, respond to, and evaluate the adequacy of response capability in a given area. Currently, area contingency plans consist primarily of boiler-plate language, reference materials such as lists of resources, notification procedures, and general incident command system information, all written to satisfy the format required by the guidelines (U.S. Coast Guard, 1992). What is usually missing, however, is a useful discussion by the area committee on how responders might work together to solve problems and on detailed “how to” strategies for preventing a bad situation from getting worse. As a result, the requirement that there be an “assessment of the effectiveness of the plan” (Public Law 101-380, 1990 and 1992) may not be able to take into account an evaluation of the problem-solving and communications skills of the response organization, which is necessary for both the public perception and the reality of a successful complex spill response. Our objective is to demonstrate how a four-step, scenario-based approach to training, contingency planning, and exercises can improve the response management system's (RMS) performance and ability to succeed. If the area committee is trained with an outward focus on stakeholder needs, develops a scenario-based contingency plan with its stakeholders, and exercises its response organization using these scenario-based processes, it will improve the effectiveness of a response to a major, complex spill.

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