World Bank Knowledge Management

2787 WordsMar 10, 200912 Pages
Organizational learning and knowledge-sharing are key competitive characteristics of nowadays global organizations (Teale, 2003). The development and exploitation of the intangible capabilities of an organization is a successful approach for increasing organizational responsiveness to the continuously changing external environment (Little, 2002). Being challenged by the dynamic world of complex needs and expectations, organizations need to effectively and efficiently manage their internal base of resources. An essential organizational resource is knowledge (Choo, 2002). It is not only an essential resource itself but a facilitator and stimulator of new internal capabilities (Little, 2002). The aim of this assignment is to…show more content…
(2002) undervalue their importance, as they are seen as nothing more but tools to facilitate data transaction. In this context the Bank applied an upgraded system as ‘IP’ that would rather focus on the direct communication of employees through virtual visual conferences than just a database to store and retrieve information. It was an approach to transfer bids of tacit knowledge through communication and experience sharing (Newell et al., 2002). Despite this meaningful technological approach the World Bank implemented, Cohen and Prusak (2001) argue that video conferencing is unable to transfer tacit knowledge and cannot represent even a small fraction of the way people communicate. Furthermore, technologies are seen as an expensive and time consuming facility (Young & Nie, 1996). It is also doubtful whether companies manage to efficiently exploit their technological resources. In the present case, the World Bank maintains three identical in their characteristics online knowledge sharing platforms which may raise the question of how useful they are for the organization. Social Technologies can promote explicit knowledge sharing but to get use of its internal capabilities the Bank needed to illicit the ‘hidden’ potential of its employees. As Polanyi (1973) describes people can know more than they can tell. To elicit the implicit and tacit knowledge of its employees the bank organized communities of practice that
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