Introduction+to+KM

**INTRODUCTION**

==**What is knowledge management?** ==

There is no single definition of what knowledge management (KM) exactly means. It is a term that brings to mind different concepts to different people.

Knowledge management can be broadly described as a multi-disciplinary approach to achieving organizational objectives by making the best use of knowledge.

KM means: - Collecting the explicit knowledge of the organization and making it accessible; - Connecting tacit knowledge that is not codified but is in people’s heads and experience.

What are some of the important questions we have to answer to have a deeper understanding of KM ?

1. How is KM different from information management? 2. Are there different types of knowledge? 3. What is the difference between tacit and explicit knowledge? 4. Is there a typical knowledge cycle?


 * 1. Knowledge management is different from information management**

The term knowledge management became quite important in the 1980’s especially in the private sector, mainly due to crucial changes in information and communication technology. As the creation and distribution of information accelerated dramatically, new and different patterns of sharing and working with information were born. Knowledge management focused on capturing, storing, retrieving and distributing information, with a strong reliance on technological tools. There was a lot of emphasis on technology and information while less attention was given to a fundamental factor: people. Managing and sharing knowledge has an important human factor and is very much related to what people know and how they behave. Focusing on this aspect has progressively caused a shift in KM from information-centric to more people-oriented approaches, which are commonly referred to as knowledge sharing methods. It is recognized that the most valuable knowledge often resides in people's heads. That is to say, knowledge drawn from people's experiences, from what they learned from what they did. "Connecting people's heads" to share this type of knowledge is one of the aims of this toolkit.



The diagram above shows how different elements relate to each other and make KM a hybrid discipline that integrates elements from learning, organisational development, human resources and information technology.

Knowledge management goes beyond information management in at least three ways: - KM seeks to connect knowledge, which exists as a collection of multiple experiences and perspectives. - KM is a catalyst for action. Information that does not turn into some form of action is not knowledge. "Knowledge for the most part exists only in the application"[|[1]] - Knowledge is applicable in new environments and situations. Information becomes knowledge when it is used to address novel situations for which no direct precedent exists. Information that is merely plugged into a previously encountered model is not knowledge and lacks innovation[|[2]].

[|[1]] Peter Drucker. 1987. The coming of a new organization. Harvard Business Review on knowledge management. [|[2]] Carl Frappaolo. 2006. Knowledge management. Capstone publishing.
 * 2. Are there different types of knowledge?**

Human thinking[1] can be categorized as:

a) ** Data ** : raw data, which can exist in any form but do not have meaning on their own. Some examples of data within OHCHR are dollar amounts in cost-plans, the figures of human rights indicators, numbers of complaints submitted and processed, ratifications registered, contact details of experts, etc.

b) ** Information ** : data that are processed to be useful. They provide answers to "who", "what", "where" and "when" questions. When data are connected in a meaningful way we have information. Some examples are the number of ratifications of the Convention on the Rights of Persons with Disabilities (CRPD) in a given region over a period of time. It can be the enrolment rate of girls belonging to a minority in primary school in a country at a given time. It can be a database listing all participants of workshops organized by your Section or Field Presence.

c) ** Knowledge ** : the application of data and information. Knowledge answers "how" and “why” questions. Knowledge is the analytical collection of information to be used for a meaningful purpose. It is also about distilling new knowledge on the basis of previous knowledge. Most analytical work contained in OHCHR public reports as well as those of special procedures constitutes human rights knowledge. The same is valid for OHCHR publications. This also applies to tacit human rights knowledge developed and distilled through experience and practice and shared in formal or informal settings (e.g. workshops, coffee briefing, HuriTALK, etc.).

[1] This model is an adaption of Russel Ackof's original model. The model refers to an article written by Gene Bellinger, Durval Castro and Anthony Mills... http://www.systems-thinking.org/dikw/dikw.htm .




 * 3. What is the difference between tacit and explicit knowledge?**

Explicit knowledge is articulated formally and is codified and stored in certain media (publications, reports, websites, videos, etc.). This type of knowledge could be described as "know what" (facts), "know-why" (science) and "know-who" (networking). Explicit knowledge can be easily communicated and transmitted among individuals both synchronously and asynchronously. It can also be transferred through the use of technology.

Tacit knowledge on the other hand is difficult to transfer from one person to another in a written or verbal way. It is embedded in individual experience and involves such intangible factors as personal belief, perspective, instinct and values. People are often not aware of the knowledge they possess and how it can be valuable to others. We could describe this kind of knowledge as "know-how". The most efficient way to convey tacit knowledge is face-to-face. Practices such as apprenticeships, mentoring, thematic workshops or communities of practice have proven effective in this sense.

The transformation from tacit to explicit knowledge can be referred to as articulation, specification or codification. These three terms refer to the same act of making tacit knowledge accessible. However, this is a complex process since many tacit elements of knowledge cannot be codified, but can only be transmitted via training or gained through personal experience.

The //Share, learn innovate!// toolkit focuses primarily on methods to build enabling environments in which OHCHR colleagues can interact, share and learn from each other (enablers for tacit knowledge). Knowledge sharing does not always take place in a formal and structured setting. Sharing knowledge just happens every day in a non planned and informal manner. The //Share, learn, innovate!// toolkit reflects this reality and encourages both formal and informal approaches by offering techniques to facilitate and stimulate sharing in sometimes more informal (or less traditional), though prepared, environments.


 * 4. Is there a typical knowledge cycle (knowledge chain) ?**

We can identify different phases of a knowledge cycle, such as capturing, storing, sharing, using and creating knowledge. You will find different cyclical models in KM manuals. The //Share, learn, innovate!// toolkit uses 5 different phases which are inter-connected, although not necessarily in a linear fashion.

1. Identify knowledge 2. Create knowledge 3. Store knowledge 4. Share knowledge 5. Use knowledge

Knowledge management can also be visualized as a **continuum**. On one end of the continuum, ** capturing knowledge ** is about activities related to the codification of knowledge. There are many examples within OHCHR of explicit knowledge that is captured and disseminated in specific products (e.g. newsletters, briefing notes, reports, publications). On the other end of the continuum, ** connecting people ** refers to activities where networks and communities are created, where peer-interaction exists, where collaboration and communication between individuals take place and tacit knowledge is shared.

The methods presented in the //Share, learn, innovate!// toolkit help both in capturing knowledge and in connecting people to share human rights knowledge.

==Why is knowledge management important? ==

Many people have difficulties in grasping the real benefits and impact of knowledge management. Sometimes this is because we have different and perhaps unclear notions of what KM is. Sometimes, it is because KM is considered something abstract and its benefits difficult to measure. Another challenge is posed by the fact that knowledge management addresses factors that are difficult to change and influence, such as organizational culture, behaviors and attitudes. However, knowledge management is also very practical and the benefits it delivers very concrete.

Knowledge management is about knowing who does what in the organization and being able to quickly address your question or problem to those with the expertise to provide you with meaningful answers.

Knowledge management is about having a handover system in place, whereby the knowledge accumulated by an individual staff member remains with the organization when the staff member leaves and his or her work can be continued without the successor having to reinvent the wheel.

Knowledge management is about having streamlined processes and procedures for recurrent and important activities so that they are conceptualized, developed, implemented and evaluated in a consistent and effective manner.

Knowledge management is about learning collectively from what we do and applying lessons learned and good practices in future activities of a similar nature.

And much more.

Each organization, team, field presence and individual can prioritize different benefits among those that KM can deliver. It is important to be clear about what your needs and priorities are to then choose the KM techniques and methods that are best suited to help you achieve your purposes.

Below are some of the benefits that KM can deliver. Think of the ones you need the most.

Knowledge management can help:

- to improve individual and organizational performance - to innovate and foster the free flow of ideas - to reduce costs and do more with fewer resources - to increase institutional memory - to share human rights knowledge with an expanded audience - to generate new knowledge - to improve the quality and responsiveness of our advisory services - to learn from past experiences and apply lessons learned and good practices in future activities - to better locate and access human rights expertise inside and outside the organization - to improve the knowledge flow and strengthen cohesion between headquarters and field presences - to connect people and staff, build upon synergies and reduce duplication - to stimulate team building - to increase the quality of our research <span style="color: black; font-family: Arial; font-size: 11pt; margin: 0cm 0cm 0pt 18pt; text-indent: -18pt;">- to involve staff in policy development <span style="color: black; font-family: Arial; font-size: 11pt; margin: 0cm 0cm 0pt 18pt; text-indent: -18pt;">- to enable stakeholders and partners to implement the human rights based approach in their work <span style="color: black; font-family: Arial; font-size: 11pt; margin: 0cm 0cm 0pt 18pt; text-indent: -18pt;">- to strengthen our relationships and joint initiatives with other parts of the UN system

** What has happened at OHCHR so far? **
In December 2009, OHCHR started a project aimed at systematizing and strengthening these efforts through the development of an overarching and coordinated KM approach with the goal of making the Office more effective in the fulfillment of its mandate.

In the first half of 2010, under the coordination of the Methodology, Education and Training Section (METS), OHCHR conducted a KM needs assessment and a review of KM approaches and practices of UN agencies and departments with related lessons learned. This process involved all parts of the Office, including field presences, through a survey open to all staff as well as through close consultations with the newly established OHCHR KM Reference Group. The opinions and viewpoints of KM experts from within the UN system were also sought under the advice of a consultant.

On this basis METS developed an OHCHR Workplan on Knowledge Management for 2011. Only a selected number of activities are being implemented within existing resources. One of these is the development of the //Share, learn, innovate!// knowledge sharing toolkit for OHCHR staff.

All OHCHR sections and field presences have to some extent been working on knowledge sharing in their own way and based on their goals and capacity. The fast growth of the Office in the last few years has made a more systematic approach to knowledge management a challenge as well as an imperative. The needs assessment and the staff survey confirmed the acute needs OHCHR has in this area and revealed considerable gaps that hamper the Office in using its work, experience and expertise to its full potential. For example, survey respondents highlighted the lack of a proper handover system, the need for institutionalization and systematization of good practices and lessons learned, and the role of an improved intranet as a reliable repository of knowledge on issues and processes. In addition to KM gaps, the needs assessment also revealed that a number of good practices on KM are already in place in several parts of the Office, including at the field level. These practices require systematization and broader application across the Office in order to maximize their impact on organizational effectiveness

**How can we improve knowledge sharing at OHCHR?**
A lot of knowledge is shared without any formal system or strategy. However, we cannot assume that people will share knowledge automatically just because they work together. Many elements come together in making a work environment conducive (or not) to knowledge sharing.

The // Share, learn, innovate! // approach proposes the use of methods and technologies to make our work environment conducive to knowledge sharing.

Time constraints are often evoked as major obstacles to knowledge sharing. We are all busy with our workload and may often think that the time for sharing knowledge is a luxury we do not have.

Taking these constraints into account, //Share, learn, innovate!// offers methods that can be integrated as part of our way of working, in many cases allowing us to do the same things in a faster and more efficient way.